Applied Research Of Flipped Classroom In High School Ideological And Political Teaching

In The Primary Focus of Educational Informationization in 2017,the Ministry of Education stated that it is necessary to pilot the application of some information-based teaching modes including flipped classroom.A similar requirement for building activity-based curriculum was also put forward in the Standard of Ideological and Political Courses in General High-school Education.Remarkable achievements have been made in the applied research of flipped classroom in ideological and political teaching of high school.But as a whole,the research should be further improved in a more theoretical and systematic way,let alone some shortcomings in practice.The application of flipped classroom in ideological and political courses of high school is based on relevant learning theories,especially master learning and cooperative learning.Under the guidance of the theories above,a variety of elements should be first reasonably allocated to create an appropriate structure of flipped classroom for the ideological and political teaching of high school.The tools including micro-video,pre-class learning guide and Internet-based collaboration platform should be also utilized in the preliminary stage of architecture design.The operating framework of curriculum system should include five steps,namely analysis of learning content and objective resetting,production of micro-video,self-study and testing before class,classroom teaching,and final evaluation.Regardless of the steps,proper methods and strategies should be carefully selected when applying flipped classroom in ideological and political courses of high school.Specifically,thepreliminary architecture design should satisfy the students' demand for personalized learning and use of fragmented time,and provide more learning options for students with different personalities.The goal of micro-video is to move knowledge teaching to the stage before class,so that all fundamental knowledge can be studied by students before class.Its production and application should consider different learning abilities and needs of students from an audience perspective.The pre-class learning guide should set up the learning objectives according to the reality of students,connect new knowledge with knowledge and concepts that they already know,and provide guidance on learning methods at the autonomous learning stage before class.A simple and efficient Internet-based collaboration platform with no negative effects should be selected to play its due role in collecting the feedback and testing the effectiveness ofautonomous learning.Meanwhile,classroom teaching should focus on cooperative learning,and use the typical questions raised at the autonomous learning stage as the main content of classroom inquiry.The teachers should guide the students to explore the questions in an interactive way,affirm the students' inquiry by formative and incentive assessments and corrective measures,and direct the students with surplus capacity to pursue an in-depth study.