Study On The Pre-learning Design Of Senior High School Physical Geography Based On The Flipped Classroom

Flipped classroom teaching mode is developed under the background of information technology in the United States. This teaching mode was introduced to China in 2011,since then, many front-line teachers in our country have tried to apply it to geography teaching, and they have explored a number of flip modes in their pedagogical practice that are suitable to our actual situation . There are two parts of flipped classroom teaching mode: students' automatic learning and their study with teacher, and a high-quality automatic learning is the precondition and basis for smoothing the classroom.This thesis is going to discuss the theories and operation methods of students' automatic learning objectives,learning tasks and learning evaluation design in high school physical geography flipped classroom, so as to better promote the application of flip classroom in high school physical geography teaching. There are six parts of this thesis:The first part is an introduction which mainly introduces the background, theoretical and practical significance of the research on flipped classroom based physical geographical pre-learning design in high school, and it also introduces the current research status of some topics at home and abroad, including flipped classroom,pre-learning design ,and geographical pre-learning design. By doing this, the research idea of this thesis has been established.The second part firstly defines flipped classroom, pre-learning, and physical geographical pre-learning design,and then introduces the theoretical basis of pre-learning objectives, learning tasks and learning evaluation design of physical geography , that is the theory of taxonomy of educational objectives, constructivism ,and geography curriculum and teaching.The third part investigates and analyzes the current status of physical geographical pre-learning design in high school by means of questionnaire survey and video observation. From the survey results, the author finds some problems in current pre-learning design, firstly, in terms of the design of pre-learning objectives, there are too much subjectivity as more emphasis was paid on the design of geographical knowledge and skill objectives. Secondly, in the design of pre-learning tasks, there's less direction and openness, which can be shown by the fact that interaction between teachers and students is less in the process of micro-video design. Then, there is still a tendency of result over-weighing process for the pre-learning evaluation. Moreover, the subject,method and dimension of the evaluation is monotonous.According to the existing problems in the current situation of high school physical geographical pre-learning design, the author reviewed many relevant documents, and proposed some principles and methods about pre-learning in the fourth part such as the design principle and design process of learning objectives, the design principle of learning tasks and design strategy for different learning tasks,the design process of geographical micro-video, the process evaluation method and result evaluation method of learning.The fifth part carries out a specific teaching case according to the principles and methods put forward in the fourth part of this paper,and the teaching content is selected from high school geography textbook of People's Education Publishing House. One is theoretical knowledge of the distribution of the world marine current ,the other is influential knowledge of rational utilization of water resources.The sixth part mainly elaborates the conclusion and existing problems of this paper.And future research direction of this paper is also proposed.