Design And Application Research Of Flipped Classroom Teaching Model

With the rapid development of information technology, education has entered theinformation age. IT changes traditional forms of education, while supporting and promotingeducation. At the same time, one teaching form appears which is called Flipped Classroom.TheFlipped Classroom reverses the traditional pre-class and after class, transfers knowledge beforeclass, strengthens knowledge in class. The thought and practice of the Flipped Classroomoriginated in the United States. With the support and promote of IT, the Flipped Classroom isbeing favored by more and more educators and is used by a growing number of educators. TheFlipped Classroom takes the student as the center, has the flexible teaching and learning methodand focus on students’ individualized and comprehensive development. There are four yearssince the Flipped Classroom entered our country. During this time, many Chinese educationresearchers have carried out research on the Flipped Classroom Model. But when a certain kindof Flipped Classroom Model is applied to a particular subject, there will appear some kind ofproblem.So providing a universal teaching model for Flipped Classroom teachers becomes anoteworthy problem in research of the Flipped C lassroom. Based on this problem, the presentstudy as follows: First of all, read relevant literatures, through literature analysis to analyze andsummarize the literature.Base on the literature research, drawing on lessons from the existingmodels and elaborate, this paper builds one flip classroom model Two main aspects threesections and seven links Flipped Classroom Model. Two main aspects is teacher-led andstudents-body. Three sections is before class, in class and after class. Seven links is teachingpreparation, transfer knowledge, guide internalization, teaching reflection, and knowledgeacquisition, knowledge internalization, learning summary. Secondly, based on the model designteaching, take IT courses in junior high school for example. Respectively design learners,learning content, learning objectives, learning strategies, learning resources, learningenvironment, learning activities and learning evaluation. Thirdly, according to the preliminary observation, analysis and testing, chose and set experimental classes, control classes. Base on theforegoing instructional design, start peer group control experiments by one unit of IT as anexample. After the end of the experiment, by z-test to verify the experimental class and thecontrol class have significant difference in knowledge and skills, using interviews on the part ofstudents and their parents. Thus verify the effectiveness of the Two main aspects three sectionsand seven links Flipped Classroom Model in junior IT curriculum teaching.Base on theexperimental results with the experience of writer make amendments to the model, form a newring Flipped Classroom Model. Then, make application recommendations. Eventually, makesummary for the whole process of this study.Then note innovation and shortcomings of thisstudy, and make prospects to follow-up research.The study obtains conclusion as follows:1. Build the Two main aspects three sectionsand seven steps model. The whole process of flipped classroom was divided into three stages(seven links), including pre class, in class and after class, in the main line of teacher and studentactivities.2. Setting similar groups control experiments to verify the validity of the model.Experimental results show that the model is superior to the traditional teaching model in terms ofknowledge and skills to learning in IT courses of junior high school students.3. With theexperimental results and the experimental experience, make amendments to the model and forma new ring Two main aspects three sections and seven steps Flipped Classroom Model.