A Study On The Interactive Strategy Of The Flipping Classroom Teaching Of The Information Technology Course In Junior Middle School

As a discipline that lays equal importance to theoretical knowledge and operational technique,The Course of Information Technology Education in Junior High School is an essential channel for cultivating students’ modern information literacy and practical operating skills.However,since this course gets started late in our country,there are still much space for improvement in the teaching development.The most obvious issue among them is the absence of teaching interaction,which plays a vital role in the teaching process.For instance,it is beneficial to improve teaching effects and to promote the healthy development of students.Since introduced to our country,Flipped Classroom has aroused extensive attention from all walks of life.It advocates the concept of interactive teaching,which provides a new method of solving the absence of teaching interaction in current Information Technology Education in Junior High School.On this basis,this paper conducted in-depth study focused on the teaching interaction in Flipped Classroom combining the teaching practice of Information Technology Education in Junior High School.The author sincerely hopes that this study is capable of great aid and strong reference to the revolution of Information Technology Education in Junior High School so as to promote better results.Based on the understanding of absence of teaching interaction in Flipped Classroom and in accordance with constructivism,blended learning theory,etc.,this paper developed the interactive strategy research of teaching interaction in Flipped Classroom of Information Technology Education in Junior High School.First of all,this paper analysed the interactive situations before,during and after the Flipped Classroom of Information Technology Education in Junior High School.Secondly,this article conducted respective interactive strategy researches before,during and after the classes.In the end,it combined theory with practice and analysed the effectiveness of teaching.