Research On The Design And Practice Of Flipped Classroom Teaching In High School Physics

Classroom is the home of students’ learning,but the current classroom teaching is increasingly unable to meet students’ learning needs,low classroom adaptability,insufficient class hours,students’ autonomy,problem awareness,understanding,transfer and application abilities are not fully developed,and their overall development is difficult to achieve.In order to promote students’ personalized learning,cultivate their core literacy and improve classroom quality,the model of combining information technology with traditional teaching has gradually entered our vision,and flipped classroom has become a new trend,and has achieved excellent results in both theoretical and practical aspects.Based on the above research background,the author draws on existing teaching models based on the current learning situation and actual environment of the research object,and designs and practices teaching based on specific problems encountered by students during the learning process,in order to achieve the goal of promoting the development of students’ various abilities.This article mainly conducts research from the following aspects:The first part,I expound the background and research significance of the topic,and clarify the research direction of this paper,then sort out the research status at home and abroad,and summarize the problems existing in the research.The second part,I introduce the concept and theoretical basis of flipped classroom.The third part,through the form of questionnaires and interviews,I investigate the learning status of the research object,determine the problems existing in the students’ learning process,analyze the students’ intention to learn through the accurate classroom model,and understand the students’ learning ideas.The fourth part is the teaching design and practice.Firstly,I draw lessons from the excellent flipped classroom model of China to understand the design characteristics.Secondly,according to the survey results of students’ current situation,I design the basic links of teaching according to the principles of teaching design,and finally I select the following content for design and practice,as follow: "Gravitational Potential Energy" "kinetic Energy and Kinetic Energy Theorem" "Experiment: Verifying Mechanical Energy Conservation for Teaching Analysis".The fifth part,teaching evaluation.The author analyzes the teaching effect of flipped classroom teaching through three aspects: student self-evaluation,teacher self-evaluation and stage test.Research shows that: firstly,through a questionnaire survey and comparison before and after,most students prefer the form of flipped classrooms;secondly,in the teaching design of flipped classroom,the learning task list is designed before class,which solves the problem that students can not understand the learning objectives and teaching difficulties before class,and solves the problem that some students "have the sense of independent learning but no learning action".The design of scenario problem teaching mode is introduced in class,which not only promotes students’ active learning,deepens their understanding of learning content,but also develops students’ problem awareness and expression ability,It also promotes the transfer and application of knowledge.Therefore,the author believes that the flipped classroom mode of teaching can better develop students’ abilities and improve the efficiency of classroom learning.