Research On The Effect Of Flip Teachingon Senior High School Students’ Chemical Academic Performance

After the flip teaching mode was introduced into our country,there were many studies about the meaning,concept,principle,problems and prospects of flip teaching,and implementation about learning attitude of students,but less discussed the student’s learning effect.So,will flip teaching just be a gimmick,just as the countless teaching reform,and later will not be able to continue?The doubts of the teachers,parents,centered on: Will the students’ grades be better than traditional method if the class time to replace the teacher by the students?Can the learning ability of students improve?And Strong ability to learn and can only be achievement eugenics,whether,in the back of the students and will become the victim of a new teaching method?This study make reasonable,unified,standardized curriculum design in view of the chemical to the particularity of the subject by combining the current situation of education of our country,drawing lessons from existing research results of this topic.I tudy the effect of flip teaching of high school chemistry academic performance,find the advantages and disadvantages of the flip teaching and influence factors by turning the classroom teaching mode compared with traditional teaching mode of teaching to provide certain theory basis and practice for the future teaching practice.Specific research purpose is as follows:(一)To detect whether the flip teaching can improve the level of high school chemistry academic achievement generally.(二)To detect the use of the flip teaching’s influence on the different hierarchical levels of students’ academic achievement.This study arrange the experimental group to use the flip teaching pattern and arrange the control group to use the traditional teaching method by uing a quasi-experimental research.Then we carry out two months of contrast teaching experiment in this study and after the experiment,we regard the students’ admissionscores as the data before test,regard the grades on half of the test as the data after test,as well as use the class average score,high performance and low grades three sets of data,make the research conclusions by independent sample:(一)flip teaching have no significantly influence the student’s grade point average and low section scores in class.(二)flip teaching have significantly influence the student’s high segmentation scores in class.