The Application Obstacles And Optimization Strategy Of Flip Classroom In Middle School Geography Teaching

Flipped classroom is popular all over the world with advanced teaching ideas and unique teaching forms.Its essence is that students watch teaching videos provided by teachers before class to learn independently,communicate and discuss in class to complete knowledge internalization.In view of the essence of China's current education system,the current situation of teaching equipment,the quality of geography teachers and students themselves,the application of the flipped classroom teaching mode in the middle school stage is less available,and the application in the middle school geography teaching is very few.The purpose of this paper is to analyze the obstacles in the application of flipped classroom in junior high school geography teaching,and put forward the corresponding solutions,so as to provide reference for the majority of junior high school geography educators to carry out the flipped classroom teaching mode.Taking Huaihua area as an example,this paper takes 66 teachers from Weixin group of Huaihua Junior High School Geographic Union,6 junior high school geography teachers from Yuanling No.1 Middle School,students from 72.5 and 72.10 and parents of students from two classes as the subjects of investigation.By using the methods of literature analysis,questionnaire,case teaching and interview,the obstacles in the application of Huaihua Junior High School Geographic Teaching are analyzed.This paper investigates the current situation of the application of flipped classroom,analyses the reasons that hinder the promotion of flipped classroom,and puts forward corresponding solutions.Through the research,it is found that there are obstacles in the application of flipped classroom in junior middle school geography teaching mainly as follows:(1)teachers' backward teaching concept,weak professional knowledge and information technology ability,and great teaching pressure;(2)students' backward home electronic facilities,weak self-learning consciousness,weak self-learning ability,poor self-control and great learning pressure;(3)educational administrative departments and school leadership's backward concept,poor school software and hardware facilities,the lack of personalized evaluation standards,large class size;(4)the backward concept of parents,the weak supervision;(5)more geography content,a few weekly class hours,and often neglected as a minor.To solve the dilemma,we need to make joint efforts from all sides:(1)change teachers' concepts,improve teachers' teaching quality and reduce teachers' pressure;(2)enhance students' autonomous learning ability,improve students' self-control ability and reduce students' learning burden;(3)change the concept of educational administrators,strengthen the construction of school information culture,establish individualized evaluation standards and reduce class size;(4)regularly make contact between home and school,get support from parents;(5)Taking advantage of the opportunity of the new entrance examination,attach great importance to geographical subjects,make easy-to-understand courseware,and enhance students' interest.Due to the limitation of research level,there are still some deficiencies in this study,but I hope that the relevant conclusions can play a certain role in promoting the development of flipped classroom.