The Evaluation Of Flipped Classroom Model In Geography Of High School Teaching Effectiveness

Flipped classroom teaching model because of the previous study absorption and increased in the Course of new teaching methods has received the widespread attention in the international education scholars since it took off. Flipped classroom caters to the requirements from the high school geography curriculum reform, the establishment of efficient classroom geography and develop students’ basic geographic cultivation. The geography teaching researchers and teachers has done a lot of theory and practical inquiry in the teaching design and application localization practice of the flipped classroom, however, the teaching effect evaluation of the flipped classroom in high school geography are few. In this context, the evaluation studies carried out under the effect of the flipped classroom teaching of geography in high school, high school geography for optimizing flipped classroom teaching model to enhance the flipped classroom teaching effectiveness in high school geography has important theoretical and practical significance.In this study, literature analysis, expert consultation, questionnaires, interviews, etc., are reviewed research status at home and abroad flipped classroom teaching mode and teaching effect evaluation; expound connotation and phasing flipped classroom teaching mode, and Constructivist learning theory zone of proximal development theory, humanistic learning theory and learning theory as pyramid support this research; education based on theory and evaluation of policies and regulations, follow the objective, comprehensive, scientific, pertinence, operability and guiding principles, design evaluation program, the use of expert consultation, consistency, systematic, relative independence,geographical and scalability principles guided to determine the effect evaluation index system under flipped classroom teaching high school geography: the flipped classroom in three stages:before class, lesson, after school as an index. Then for the main elements of a three-stage classification before the lesson:MO, micro-video; lesson teachers, students; after school:QA, emotional lift six secondary indicators. According to the properties and characteristics of secondary indicators of teaching effectiveness AHP, broken down as follows:interest. class landmark, practical, clear, level, inspiring, classroom control, lesson guide summarizes the level of participation, problem solving the ability to improve, quiz scores, geographic feelings 14 level indicators; reallocation weighted average results of 10 experts were right, rigorous scientific assigned a weight of 20 indicators. According to the evaluation index system, with a PEP compulsory Chapter Ⅲ Section subheading "barometric pressure and wind band with influence on the climate" flipped classroom teaching practical example, uses expert evaluation and student self-assessment scoring way to flip in the actual teaching high school geography classroom teaching effect evaluation. The evaluation results in the evaluation of teachers and students 7:3 ratio, fuzzy comprehensive evaluation method to evaluate the results of the data analysis, the maximum under the law, come to classroom teaching evaluation under the flipped classroom is between "good" and "better" between; and evaluation of teaching effectiveness based on the summary before the flipped classroom empirical studies lessons, classes, after-school problems three stages, namely: pre-class single-stage design task reasonably be improved, lesson stages of student participation low level, flipped classroom function dwarf, after-school stage school reflection emotional sublimation ignored.Finally, with the flipped classroom analysis of typical cases, from teachers, students, school three levels proposed safeguards flipped classroom in high school geography teaching strategies teaching effect:Teachers levels, including the substance of clearly flipped classroom, teachers are required to constantly updated educational philosophy, identify targeting teachers and students to ensure that individualized teaching has always been throughout the teaching; improving teachers’ expertise in micro-video production, diversification of classroom activities, students value demands, etc; at the same time, teachers should improve their teaching sensitivity for class-based, selection and design of flipped classroom for learning situation. Student level requires students to change the traditional concept of learning, improve self-learning and good study habits. At the school level requires schools based on technical and hardware support and can create a flipped classroom teaching environment, and promote the flipped classroom to improve teaching effectiveness in high school geography.