The Application Of Flipped Classroom Model

In March 2011, the flipped classroom teaching model came into the vision of global pedagogues after American Salman Khan delivering a keynote speech called "Let’s use videos to reinvent education" on TED. With the help of media, such like video software, mobile terminals, the flipped classroom teaching model reverses “learning in class and understanding out of class” to “learning out of class and understanding in class”. Traditionally, pedagogues prefer the former model. Theoretically speaking, the flipped classroom teaching model has lots of advantages, such as training logical thinking, developing self-learning and self-control ability, cultivating cooperative ability, etc. However, the theoretical study of the flipped classroom began in 2012 and it’s still in the initial stage of development. The systematic practice research is still not enough. Therefore, as for two different types of learning knowledge—teaching to understand and practicing to inquiry, the author designed the particular teaching cases by using the flipped classroom teaching model. And to explore the effects, these cases were applied to the first grade students who study in Inner Mongolia Hohhot Railway First High School.Based on the Mastery learning theory, the Constructivist learning theory, the Cognitive discovery learning theory, the Autonomous learning theory, the author carried out the teaching research by using Literature method, comparative method, investigation method and experimental research method. Two classes with similar situations were selected for comparison. One was as the experimental class, and the other one was as the control class. Before the application of the flipped classroom teaching model, two classes both wrote the questionnaire(pretest). After the application of the flipped classroom teaching model, the experimental class wrote the questionnaire(test). The data from the questionnaire(pretest) and questionnaire(test) were using the qualitative analysis. The average scores from the two classes were using the quantitative analysis. Through the comparison of the questionnaire, it could be concluded that the flipped classroom model improve the students’ learning situation. The interest of studying chemical and the attitude of learning were being better. In addition, the logical thinking ability, self-learning ability, self-control and communication ability were also improved well. By comparing the average scores, it could be known that the improvement of performance indirectly indicated that the students have already mastered the knowledge. The flipped classroom teaching model indeed possesses practical significance. By communicating with students, we know that the knowledge of the experimental inquiry were more suitable to apply the flipped classroom teaching model. However, the less network sharing of teaching resources, more after-class time was taken up and other issues are still the problems to be solved during the practice process of the flipped classroom teaching model.