The Application Of "Flipped Classroom" In High School Ideological And Political Course

As a new teaching concept, "flipped classroom" meets students’need for individualized learning and inject fresh blood into the reform of classroom teaching. Guided by such teaching concept, teaching structure has been adjusted by reversing classroom teaching and knowledge internalization. Students learn individually before class and cooperate with each other to explore and internalize knowledge during class. Thus, more time is spent on the interaction between teacher and students as well as the interaction among students. This improves teaching effect. This teaching mode better stimulates students’enthusiasm for active learning. Students become more involved and initiate to explore instead of passive acceptance during their learning. Practice shows that "flipped classroom" teaching mode has achieved great success in American classroom teaching experiment. However, it is still in the early stage of development in our country and its application in high school ideological and political course is still in the exploratory stage, which needs our further exploration.Combined with the author’s own teaching experience, this paper attempts to explore the specific application of "flipped classroom" into high school ideological and political teaching, hoping to provide a useful reference for teachers in their classroom teaching. This thesis includes three parts:the connotation and characteristics of "flipped classroom", the necessity and feasibility of applying "flipped classroom" into high school ideological and political teaching, the specific application of "flipped classroom" in high school ideological and political teaching.The first part defines "flipped classroom" and concludes its characteristics compared with traditional classroom teaching.Part Two explains the necessity and feasibility of applying "flipped classroom" into high school ideological and political teaching. Starting from the disadvantages of traditional classroom teaching, this part explores why it is urgent to practice "flipped classroom" in high school ideological and political teaching. It shows that old teaching ideas, single teaching method, and poor integration of information technology and curriculum should account for the situation. This part also introduces the theoretical framework, ideological basis and technological support for "flipped classroom" application, which proves that "flipped classroom" is feasible and can be fully used under existing conditions.Part Three illustrates specific application of "flipped classroom" in high school ideological and political teaching. Exemplified by the lesson "the new era of workers", the implementation process of "flipped classroom" is illustrated in three aspects, before class, during class, and after class, and precautions are also considered during the application.