The Flipped Classroom

In recent years, with the development and modernization of the economy of our country, the national demand for talent is increasing and high quality and ability of professional and technical personnel become the mainstay of the social development. In order to meet the needs of the national development of talents, sociologists, psychologists pay more and more attention to the training of the students in the teaching process. But in the present stage of the middle school teaching practice, there are still teaching in the form of a single classroom teaching, classroom teaching content monotonous and classroom organization way too much weight in the form of problems.In the course of middle school curriculum standards, how to explore new methods of students learning, improve students’ learning interest, improve the efficiency of teachers’ teaching, has gradually become the hot spots in the field of education and academic research. To this end, this paper is to flip the classroom in the middle school geography teaching application as the research object, through the comparative analysis and questionnaire survey to understand the present situation of the teaching methods in middle school geography teaching methods, and through the comparison of the two groups of objects in the teaching method and the teaching method to change the results, prove that the method is effective for the geography teaching of middle school students. At the same time, through the questionnaire survey to explore the students’ awareness and interest in the application of the flipped classroom method to the geography teaching, and find that it can really enhance the students’ interest in learning geography. Through the research of this paper, we can get the following conclusions:(1) The flipped classroom teaching method is not only a kind of teaching method, but a bridge between teachers and students. As a basic teaching method, the flipped classroom teaching method is very important to stimulate students’ learning interest in geography and improve teaching quality.(2) This question is tested by the objective evaluation of classroom test scores, students self evaluation, three party evaluation of the third techniques to flip the classroom teaching method in middle school students in the process of geography teaching content, knowledge receiving ability, learning interest and other aspects of the application of the effect of the test. From the results of the research, we can see that the flipped classroom teaching method in middle school geography teaching process has a good application effect, and flipped classroom teaching methods to improve students’ learning interest, play a positive role in students’ innovation consciousness and team work consciousness.(3) This paper is based on the positive effect of the classroom teaching method, aiming at the existing problems in the teaching of the flipped classroom teaching, and puts forward the corresponding suggestions from three aspects: the relationship between the teaching idea and the knowledge, the teaching scale and the preparation and the process.Through the research of this paper, this paper is to provide a real and effective theoretical analysis of the improvement of the quality of middle school geography teaching in our country, so as to promote the healthy and sustainable development of middle school geography education in China.