Practice Research On Normalized Flippedclasses In High School Physics Teaching

In recent years, the flipped class has won reputations and become a hot research point in China education field. The current research status is that, many scholars and teachers have researched on the relevant theories, raised different modes, analyzed the pros and cons,and made many suggestions. However, the specific researches on the application of flipped class on Physics are rare in the literatures. In China, there is hardly any normal research on the application of flipped class. Therefore, by taking the Physics class in high school as an example, the author researches on the approaches to and the result of normalized application in the flipped class. The research reflects the basic theory of the new curriculum reform, i.e. student centered. Meanwhile, normalized application of the flipped class can help to promote educational informationization. The mass data are also collected in the practice process to serve our education directly and indirectly, for the purposes of efficient and precise education guided by data and the realization of evaluation method revolution.Another innovation of this research is the exploration of implementation methods of the flipped class in different Physics lesson type in high schools through case study.The experiment was conducted in one of the parallel classes of grade 2014 which the author is in charge of and teaches Physics. The flipped class mode is applied in all courses in the class, including 8 courses of the first year and 6 courses of the second year. All other classes are traditional classes. In about two years of experiment, the author made some conclusions though questionnaire about the adaptability of the flipped class mode in the experimental class, communication with course teachers and analysis of test scores in experimental and traditional classes:1. The recording and publishing of micro courses are important in the flipped class.The contents of micro courses differ according to the topics and types, e.g. background information, class introduction, key point analysis, difficulty breakthrough, question types classification, method guidance, etc. The questionnaire shows that, the micro courses that students like most are last 3 to 8 minutes, and qualified micro courses shall be both scientific and artistic.2. The use of mass data in normalized flipped classes can lead education to empirical study and change current evaluation method. In the flipped class mode, teachers need to design teaching and learning after students watch micro courses and finish the exercises before classes in allusion to the exposed or suggested questions. The teaching procedures can be divided into solving the questions, deepened learning and consolidation and application. The instant interactions in classes promote precise solution to questions.Teachers can adjust teaching schedule and content according to instant data of feedback.The flipped class mode can be applied in various Physics class types in middle school.3. In about two years’ practice research, the good effects of flipped class mode have been revealed in teachers and students’ response, questionnaire results, test score analysis and other aspects.At last, the research also discusses on the challenges of flipped class application. The research was carried out in a high school, so the samples and their representativeness are limited. The insufficient teaching experience of the author led to imperfect teaching design.These influenced the research effect of teaching modes of normalized Physics flipped classes in high schools, which should be further improved.