Study On Chinese Education In Junior Middle Schoolsvia Inverted Classrooms From Practice Aspect

At the information present, Inverted Classrooms are being gradually accept ed by people. With the development of technology related to the Internet,a massive teaching resource can be easily acquired. National Curri culum Standard of Chinese for Full-time Compulsory Eduction(Trial Version) and National Curriculum Standard of Chinese for GeneralSenior Middle Schools (Trial Version) have regarded the teaching ability of uti lising information technology as one of the basic capacitiesequipped by instruct ors. Meanwhile, students are required to be capable of searching and processing information as well as communicating via the Internet. Therefore, the mode of Inverted Classrooms is accordant with the national policies towards education.The author is aiming at linking Inverted Classrooms with composition teaching. Basing on the background of education reform on Chinese teaching, concerning ab out the problems appear in current composition teaching for students such as la cking a various source of writing materials, having tedium conception in formin g main ideas, arousing littleinterest in writing, giving a slow feedback on wri ting and etc., theauthor tries to reveal the necessity and feasibility of pract ising Inverted Classrooms in the teaching of Chinese composition in Junior Midd le Schools by utilising the method of literature review, case analysis and ques tionnaire survey.The article can be partitioned into five parts:The first part of thearticle gives the definition of Inverted Classrooms and introduces themode by literatu re review.The second part discourses on the necessity of practising Inverted Cl assrooms in he teaching of Chinese composition in Junior Middle Schools from th e aspects of the background andthe needs of discipline itself. Also the feasibi lity is concluded by analysing both from the inner quality of instructors and t he exteriorconditions.The third part describes the five characteristics of Inverted Classrooms, inclu ding the various source of choosing materials, the interaction between students and instructors, the initiatives of students’learning, the promptness feedba ck from students and the joy students maygain from the process of learning.The fourth part reveals the three principles of designing Inverted Classr oom in teaching composition writing, which are put as directness operability and sustainability.The fifth part concludes the fundamental mode of Inverted Classrooms practising in composition writing by analysing a case, proves the fine effectiveness the Inverted Classrooms have by analysing statisticsdata and questionnaire survey a nd poses the limitations the Inverted Classrooms may have in equipment, instruc tors, students and guardians.The author links the concept and the mode of Inverted Classrooms with the teaching of Chinese composition in Junior Middle Schools, aiming at th e breakthrough of the composition teaching and finding a new way for practising Inverted Classrooms likewise.