Research On The Practice Of "the Flipped Classroom" In Geography Teaching In Junior Middle School

With a new round of curriculum reform in full swing, the geography in junior high school is facing a series of new requirements and new challenges. In the Junior high school, students are required to learn useful geography, to cultivating their interest in learning geography, and develop their habits of looking at things with geographical thinking. The development of information technology provides a space for the transformation of teaching methods. As a new classroom teaching model and a new organization form, “The flipped classroom”, complying with the background of the education information in our country,is paying more emphasis in stimulating students' interest in learning, focusing on cultivating students' independent learning and collaborative innovation capability. There are many articles concentrating in the“Home-school flipping” and “In-school flipping”,which have a higher requirements about equipment.Considering the actual situation of our country, there are some limitations of the two. “In-class flipping” is another form of “The flipped classroom”. Its requirements on facility are relatively low, and the students' activities are in the classroom, so it can be used in the schools and areas whose technology facilities are underdeveloped. So, in the geography teaching, how to carry on the teaching design, and what is its teaching effect? The research on these problems has strong practical significance.Five methods are used: documentary analysis, questionnaires, experimental method, statistical analysis method, classroom observation. First of all, collect and analyze the existing literature, then put forward the background, significance, ideas and methods of research; Secondly, define the concept of “The flipped-classroom”, sum up the its mode and specific forms, put forward the theoretical basis of the research, and analyze the research progress at home and abroad; Thirdly, according to the geography curriculum standard, micro course, guiding case, cooperative learning, taking <the weather and climate> asan example,design the teaching process; Fourthly, carry out the experiment, and investigate and analyze the experimental results, draw the conclusion of the experiment; Fifthly, put forward the teaching and designing suggestions through the design and experiment,which afford a new idea foe teachers; Finally,drawn the conclusions, and puts forward the further research direction.Through the experimental study, we find that “In-class flipping” has a better effect in enhancing students' interest in learning, training students' sense of cooperation, improving the ability of solving problems by cooperation,while, there are some resistances from students.Through a view of the problems existing in the implementation, combined with the existing research, this paper puts forward some suggestions of the design and implementation. The design suggestions are:(1) teachers should strengthen the study of related theories;(2) improve the ability of the application of information technology;(3) select the appropriate teaching content. The implementing recommendations are:(1) arrange reasonable time;(2)develop the "teachers" role form the team members;(3) change the students' passive learning by consciously;(4) maintain a positive attitude in teaching.There are main conclusions of this study:(1) “In-class flipping” helps to improve the junior students' geographical learning efficiency;(2) students' quantity and passive learning habits influence“In-class flipping”;(3) the teacher should choose the contents of moderate difficulty content, and strengthen the micro-video production when designing the teaching;(4) the teacher should arrange reasonable time,prominent the teacher's guide when implementing.The innovation of this paper lies in the research angle. This paper takes the families and schools as its starting point,whose computer and network equipment are not perfect, then explores how to design "In-class flipping",and then tests the teaching effect through experimental, providing recommendations for the geography teachers, laying the foundation.for further research.