The Practice Research Of It Course In High School Based On Flipped Classroom

The rapid development and wide application of information technologies provide a new idea for teaching reform. People are increasingly aware improvements to conventional teaching methods, explore the teaching methods of adapting to the information environment plays an important role in education reform.At present, information technology in the teaching process, teachers often ignores students’ subjectivity. Teachers are in control of the class and play the role of knowledge. Students do not take the initiative to accept the knowledge. Course content focuses on skills training, but do not attach importance to fostering information ability. In teaching, teaching media cannot make full use. No significant effect of the teaching and promotion of students’ information literacy difficulties. Therefore, information technology classroom teaching structures of change is imperative.Flipped classroom through the reverse arrangement of knowledge transfer and knowledge in the classroom, changing the traditional roles of teachers and students in the teaching and re-planning the use of classroom time, achieved on traditional teaching mode innovation. The teaching model is relying on information technology developed, and the information age consistent with the school teaching mode, it will effectively promote the school’s educational reform, to improve the current problems existing in IT curriculum provides a new idea.This study is based on problems in the present information technology courses, combined with the flipped classroom ideas, implement the research on the teaching practice. And through controlled experiments and action research, verify and summarize the flipped classroom results.This paper consists of the following five parts:Part one: Describes the background and significance of the study, the research situation of flipped classroom at home and abroad, the purpose, ideas, content and methodology of this paper.Part two: Overview of flipped classroom theory and investigation of current IT curriculum of high school. In this overview, the author on the basis of previous research, organize the definition and summary the main features, advantages, theory and teaching mode of flipped classroom. The author analysis about current situation of high school courses by way of questionnaires.Part three: Based on current problems in information technology courses, according to bloom cognitive domain goals, author designed information technology classroom teaching procedure, and in the course of information technology infrastructure as an example, carrying out teaching practice research.Part four: According to the problems in the teaching process, by way of action research, the author focuses on improving teaching on students’ class participation. Class participation is divided into three dimensions of behavior, cognition, emotion, and more observation variables. To identify effective measures to solve the problem through three rounds of action research. Also, by way of controlled experiments, verify the implementation effect of the IT course based on flipped classroom.Part five: Summarizes the contents and conclusions of this thesis. At the same time, prospects for the future.Studies have shown that the effects of the practice is notable, compared with traditional teaching, behavioral, cognitive, affective involvement has improved significantly, particularly cognitive participation more focused on deep cognitive strategies, emotional anxiety decreased significantly, the feeling of accomplishment has improved. Based on the results, the authors made the following improvements, first of all, teaching topics selected should be close to the students’ learning, real life, and secondly, teachers should organize group activities in class, and the third, teachers should make use of group collaboration advantages, promote the active participation of each student.