Research On The Application Of Collaborative Flipped Classroom In Middle School Science Teaching

With the development of information technology,relevant national documents and policies have put forward higher requirements for education and teaching reform.Flipped classrooms originated in the United States and have attracted the attention of experts,scholars,and frontline teachers since their inception.The teaching mode of collaborative learning and flipped classroom is in line with the student oriented teaching concept proposed by the science curriculum standard and the trend of China’s education informatization development.Therefore,this article takes collaborative flipped classroom as the theme and applies it to middle school science teaching to understand the advantages and limitations of collaborative flipped classroom teaching mode,promote the improvement of collaborative flipped classroom teaching mode,and provide reference for frontline teachers.In order to better conduct this study,the author has done the following work:Firstly,based on the research background of China’s education policies and new curriculum teaching concepts,and referring to relevant literature on flipped classrooms,the need for the development of educational informatization in China is clarified.Therefore,research on collaborative flipped classrooms in middle school science teaching is carried out.Secondly,by reviewing the literature,we sorted out the current teaching situation of collaborative learning and flipped classroom at home and abroad,summarized the relevant concepts and theoretical basis of collaborative flipped classroom,proposed the design principles and implementation strategies of collaborative flipped classroom,including teaching goal design,teaching content selection,teaching evaluation,classroom organization and management,and introduced the specific pre class,in class,and after class teaching processes of collaborative flipped classroom in detail.Once again,through a questionnaire survey,we aim to understand the current situation of local science teaching and students’ learning styles,providing a basis for the theoretical construction of collaborative flipped classrooms in middle school science teaching.Finally,based on the constructed collaborative flipped classroom teaching model,suitable teaching content was selected from the Zhejiang Education Press eighth grade science textbook,including multiple chapters on weather and climate,regulation of life activities,circuit exploration,electricity and magnetism,models and symbols of particles,and practical research was conducted.And specifically presented the implementation process and results of two cases of carbon dioxide and atmospheric pressure.Finally,through a questionnaire survey and student performance,the advantages and limitations of this teaching model were summarized for reflection and summary.It can be seen that the advantages of collaborative flipped classrooms lie in their ability to transform students’ knowledge internalization methods and the roles of teachers and students;The limitations lie in the significant increase in the workload of teachers,the heavier burden of lesson preparation,the high demand for students’ selfcontrol ability,the lack of parental supervision,and the lack of professional evaluation mechanisms.