Research On The Application Of "flipped Classroom" Teaching Model In History Teaching In Senior Middle School

Education started with the emergence of human society and developed with the progress of human society.The education system is one of the subsystems of the large social system.From the perspective of education system theory,the "flipped classroom" teaching model is also a complete system,with the structure and characteristics of the education system."Flipped classroom" is a specific manifestation of the teaching model and belongs to the teaching part of the education system.According to the theory of education system theory,the "flipped classroom" teaching mode is composed of different structures and corresponding elements.Examining education and teaching models from a systemic perspective allows us to use overall,interconnected thinking to guide the development and reform of teaching.And,referring to the concept,principle and category of system theory,it is helpful for in-depth analysis of the practical problems of the specific application of the "flipped classroom",and it is very helpful to the promotion of "flipped classroom".At present in our country,"Internet +" education has become an irreversible trend of the times and is a new stage in the development of education informatization.Many schools have begun to use the Internet to run schools,innovate teaching models,and continue to explore the personalized service for learners.This is how the "flipped classroom" came into being.In order To meet the new requirements of the era of "Internet +",education urgently needs to carry out effective exploration from a practical level.Under the background of "Internet +" education,starting from my own specialty,I conduct research on the application of "flipped classroom" in high school history teaching.Educational system theory is the consistent theoretical basis for carrying out this research.First,a questionnaire survey was used to investigate the use of factors such as teaching subjects(teachers,students),teaching environment,teaching resources,andteaching evaluation in the "flip classroom" teaching model.Based on the analysis and summary of the questionnaire,it is found that there are still many problems: teachers' own status is unclear,teaching concepts need to be updated,high school students' learning autonomy,dialogue and communication ability,and solidarity and cooperation ability need to be improved,teaching equipment needs to be updated,the network environment needs to be further improved,the regional distribution of teaching resources needs to be optimized,the teaching resource sharing platform needs to be built,and so on.In order to better solve these problems,the teaching model of "2233" is designed according to the theory of the relationship between the whole and the part in the theory of education system.The "2233" teaching model consists of two guarantees,two subjects,three ports,and three links.Among them,the two guarantees refer to policy guarantees and resource and environment guarantees,the two subjects refer to teachers and students,and the three ports refer to mobile,classroom,and management.The three links refer to the three teaching stages before,during,and after the lesson.The elements are interrelated and affect each other.The relationship and non-linear effects of the various elements are the internal driving force for the formation and implementation of the "2233" teaching model,effectively promoting the operation of this teaching model.In the process of using this model,particular attention must be paid to preventing rigid use of the model,paying attention to the role of information technology,scientific selection of teaching resources,and diverse teaching evaluation.In addition,taking the lesson "Chinese and Foreign History Outline"(Volume 1)"Xinhai Revolution" as an example,detailed description and demonstration of how the "2233" teaching mode is operated in high school history teaching.It aims to provide reference and guidance for front-line teachers who implement and use this model.