Action Research On Applying Flipped Classroom Teaching Mode In History Teaching In Ordinary Senior High Schools

Times are changing.Teachers should reasonably and effectively use information technology to help carry out teaching work and promote the reform and development of education.As a new teaching mode that has arisen in recent years,Flipped Classroom,combined with educational information technology,has turned over the time in class and the time after class,as well as the status of teachers and students.It has achieved good teaching results and has received widespread attention.Flipped Classroom was introduced from abroad.Domestic research on Flipped Classroom is still in its infancy.Many articles are theoretical research on Flipped Classroom's teaching mode,while there is little practical research on Flipped Classroom's high school history.The action research on high school history Flipped Classroom is helpful to provide reference for the practice of Flipped Classroom in the future.In view of this,the author,starting from both theoretical and practical aspects,through combing the current high school history Flipped Classroom literature and aiming at the characteristics of history subject,takes the senior 2 students of a high school in Hezheng County as the research object,and takes the unit of "Meiji Restoration",an elective course published by People's Education Press,as an example,prepares from both teachers and students,collects data before the action and trains the students.Combining with his two rounds of action research,the author deeply understands the current situation of students' history Flipped Classroom study from the action,analyzes the problems existing in high school history Flipped Classroom,and discusses the basic teaching strategies and teaching methods of high school history Flipped Classroom.Through the research,it is found that students like to present history teaching content by video.microlecture video can help students to preview and review better.Flipped Classroom is conducive to improving the teaching efficiency of history class and can shorten the distance between teachers and students.However,there are still some problems,such as incomplete completion of the pre-class tasks for students applying Flipped Classroom for the first time,the reluctance of some students to express their views in group discussions,and the insufficient depth of students' thinking.The author improved the plan,set up simple pre-class learning tasks,and let every student participate in the teaching activities by using the draft book.Through further reading,the depth and breadth of students' thinking can be cultivated.High school history Flipped Classroom can cultivate students' interest in history subjects and their ability to learn independently,and at the same time it also extends the class time and provides convenience for teachers' teaching.Flipped Classroom provides a path for effective teaching in history class,but this mode also needs to be continuously improved.Not all courses are suitable for turning over,and it depends on specific conditions and contents.In the application process of Flipped Classroom,teachers should carefully prepare pre-class learning materials and carefully design classroom activities,make efficient use of classroom time,and attach importance to the cultivation of students' autonomous learning ability so that each student can make progress from it.