Middle School Physics Teaching Design And Effectiveness Research Based On Flip Classroom

With the further development of the new curriculum reform,the flipped classroom arises at the historic moment and people all over the world carry out active exploration and practice.For searching a "good recipe" to break the abuses of traditional physics class and meeting the opportunities for high school physics teaching brought by the flipped classroom,the author attempts to conduct a middle school physics teaching design and practical research based on the flipped classroom.Based on the constructivism theory,the zone of proximal development theory,the cognitive load theory,the blended learning theory,the vicarious reinforcement theory and so on,the author builds the model of high school physics personalized flipped classroom and designs different flipped class types of high school physics systematically combined with the existing models through literature method,questionnaire and interview method,model building method and the case study method.The author practices the physics flipped classroom in the experimental classes and regular classes of my internship school.The main work is as follows:(Ⅰ)The author grasps research status at home and abroad and master the related education theory about flipped classroom.According to the theory and the analysis of the present situation and characteristics of physics teaching,the author determines the research purpose,research significance,research methods and research ideas of high school physics personalized and flipped classroom.(Ⅱ)The authordesigns questionnaire combined with the present situation and problems of the traditional high school physics teaching.The author makes a questionnaire and interview about the problems and advantages of the traditional and flipped high school physics teaching.Then the author makes a statistical processing and analysis after the test.(Ⅲ)The author builds the high school physics personalized flipped classroom model combined with education theories and the existing models of flipped classroom.The author makes a systematic instructional design under the guidance of the high school physics personalized and flipped classroom which is based on the micro-course,including concept class,regular class,experiment class,exercise class and review class of high school physics flipped classroom.I contrast and analyze the problems existing in the traditional classroom and the advantages of the flipped classroom at the same time.(Ⅳ)With the theories and the flipped classroom model designed by myself,I select different levels of classes of my internship school to practice high school physics flipped classroom to find out the differences of feedback results in different levels of classes.The paper selects two cases from the flipped practices.I explore the existing and potential problems from the practice of flipping the classroom combined with the design and implementation of the cases.I strive to realize the differences of classroom feedback situation in different types of classes through the investigation after class and analyze the reasons for this phenomenon.(Ⅴ)I summarize the problems and shortcomings of the classroom combined with the investigation before and after class and the flipping practice.I put forward the possible problems,noticeable situations existing in the present flipped classroom and make targeted recommendations about the flipped classroom of different types of classes.I strive to rich the flipped classroom theory from a new perspective and provide theoretical reference for the general education researchers.