Application Research Of Flipping Classroom Mode In Secondary Vocational Education

Along the way of historic progress and economic development,our country has begun to adjust the economic structure to achieve the optimal allocation of key elements to improving the quality and quantity of economic growth.However,the professional and skill workers can't meet the country's market demand.As an important part of vocational technical education,Secondary vocational technical education should take the responsibility of cultivating front-line technical talents with higher professional and comprehensive quality.However,in recent years,due to various reasons,students in secondary vocational schools generally appeared some problems such as lack of interest in class,not strength in comprehensive quality and competitiveness.As a result,many students are difficulties in employment after graduation.In school education,how to provide a platform for students to exercise and improve their various abilities,is an urgent problem to be solved.The popularization and development of the Internet and multimedia have enabled the flipped classroom teaching model to be gradually explored and implemented in our country from southeast to northwest.Some practice showed this teaching mode helps to improve students' comprehensive quality.In view of the advantages of flipping the classroom teaching model,we tried to practice this method in teaching "Plant and ecological basics" course in a secondary vocational school.Through the practice,start with improving students' interest in learning,creates and provides various training opportunities,we try to find an effective teaching method to achieve the purpose of improving the comprehensive quality of students in secondary vocational education.The preliminary survey shows that the vocational students are still very young and are plasticity.The flipped classroom teaching model is very welcomed among students in secondary vocational schools because of the novel teaching methods and diverse learning methods.According to the characteristics of students,such as they lack of autonomy,weak sense of responsibility,using flipped classroom teaching mode,formulating reasonable teaching strategies and implementing the corresponding teaching links,we should receive good teaching effect.Based on the research and analysis of the flipped classroom teaching model,this paper confirms the basic conditions for a flipped classroom in a vocational school,locates the textbooks of the "Vegetation and ecological basis" of the vocational curriculum,determines the teaching objectives,and specifically implements the flipped classroom.First,the experimental class is divided into groups,and the pre-class self-study materials are issued.The self-study assessment and feedback information are collected and sorted by the students.Then teacher collect and analyze assessment and feedback information.In the classroom teacher only give explanations targeted on key problems.Then,they carry out interactive discussions between teachers and students and students,and internalize knowledge in this process.Finally complete the exercises after class.In this thesis,the questionnaires before and after the flipping class were compared and the results of the interviews were summarized and analyzed.In the end of the model practice,the professional course examination were carried out both in experimental and control classes.The overall analysis of the above experimental results shows that the most significant change to students is increased the students 'interest in learning,due to the flipped classroom is the interactive teaching process;group learning allows the students to learn from each other,while training their thinking,discrimination ability,and expression skills.Their overall quality got some improvement.It can be seen from the above,the implementation of flipped classroom teaching for secondary vocational students should adjust the corresponding specific teaching strategies according to their special age and personality characteristics.At the end,we summarized and introspected the process of implementing flipped classroom teaching and put forward corresponding suggestions.