Study On The Flipped Classroom In The Junior High School Physics Teaching

“ The national plan for medium and long-term education reform and development ”(2010-2020) clearly proposed to speed up the process of education informatization, strengthen depth of information technology and curriculum integration, and promote the application of information technology in the field of education. At the same time, it proposed requirements on the reform of teaching ideas, ways and contents. Under the traditional teaching model of "teaching and receiving", middle school students lack the independent thinking ability, cannot act with independent initiative and teachers and students cannot communicate efficiently, which results in that students are fear of learning, and not confident enough. Because it possesses great interactivity, can increase students’ initiative and promote high efficiency of education, flipped classroom has becomes the focus of global education. Domestic and international secondary schools have practiced localization of flipped classroom actively and have achieved excellent results. But as to junior school physics, there hardly have corresponding practical cases. Guided by the related flipped classroom theory, this study, using the experie nce of successful cases, discussed the application of flipped classroom on junior high school physics in practice. Experiments confirmed the flipped classroom construction of new teacher-student relationship, teaching resources and efficient development and utilization, and enhance information literacy teachers and students of the three major advantages, but it also reveals in its use of three major problems: teachers ’ role change difficult, students with low learning ability, lack of effective support self-study before class.This study adopted three kinds of research methods, including literature research, questionnaire, and individual interviews. First, the author read and analyzed a large number of related literature works both at home and abroad, and t hen discussed teaching mode, nature, contents of practice and theoretical basis of flipped classroom; Second, under the guidance of the related theory, the teaching experiments were carried out, covering pre-school situation analysis, teaching design and implementation, post-survey questionnaire and interviews with teachers; Finally, we have the data statistics and results analysis: Flipped classroom could enhance students’ attention, interest and motivation, Students generally expressed their willingness to continue to use the flipped classroom; Teachers to the flipped classroom more recognition, but conservative attitudes to apply them to their daily teaching. This put forward a four-point strategy: to strengthen teachers ’ teaching idea updated to strengthen teacher training, updating teachers ’ teaching ideas; provide more opportunities for independent learning, in order to enhance students ’ self- learning ability; selection of flip mode to ensure that students learn before class quality; not to follow, select appropriate content and flip media classroom teaching.Flipped classroom is of great significance for the reform of the teaching structure, while its application on basic education stage still needs the teachers’ practice and exploration.