The Infiuence Of Flip Classes On High School Students’ Autonomous Learning Ability And Results

As a new teaching model,flipping the classroom breaks the constraints of traditional teaching in the roles of teachers and students,teaching space and time,and embodies the teaching idea of "student subject,teacher leading",so it has important research value and practical significance..In this teaching mode,most of the knowledge acquisition is done by students autonomously,and the opportunities for classroom communication and personal opinions are increased.However,whether flipping the classroom affects the students’ autonomous learning ability is currently lacking in this aspect of practice.This study uses empirical research methods to explore the impact of flipping classroom implementation on high school students’ autonomous learning ability and performance.This research first uses the literature research method to analyze the research status of ‘flip classroom’ and ‘self-directed learning’ at home and abroad,as well as what aspects are involved in the study of the correlation between the two,and define concepts such as the flip classroom.Under the guidance of theoretical basis,the author combined with the typical flipped classroom teaching model,built the flipped classroom teaching model of this article around the three levels of pre-class,class,and after class,compiled the general flow of flipped classroom teaching design,and The People’s Education Edition compulsory one three chapters "elasticity","friction","synthesis of force" three lessons for teaching case design.Based on the analysis of different scholars ’division of autonomous learning ability dimensions,this study measured high school students’ physical autonomous learning ability through six dimensions: learning motivation,learning self-efficacy,learning strategy,learning environment,learning time,and learning evaluation Specific indicators were compiled under each dimension,and finally the "Physical Self-Study Ability Scale for Senior High School Students" was formed.In order to ensure the authenticity and reliability of the teaching experiment,this study randomly selects the research object.Under the premise of the same teaching progress,the experimental class carries out flipped classroom teaching,and the control class still uses the traditional mode of teaching.The questionnaire survey method and interview method were used to measure the physics self-learning ability of the students in the experimental class and the control class before and after the experiment,and the recent physical results of the two classes before and after the experiment were collected.Using SPSS20.0 software to conduct an overall analysis and sub-dimension discussion of the collected data,from the analysis results,we can see that: after the teaching experiment,the students in the experimental class and the control class showed significant differences in their physics autonomous learning ability.The average score of autonomous learning ability is higher than that of the control class.In addition,the average scores of the two classes before the experiment are similar,and the average score of the experimental class after the experiment is significantly higher than that of the control class.Teaching experiments verify that the flipped classroom proposed in this study has a significant effect on physics autonomy learning ability and performance.Finally,we get inspiration from the teaching practice process and data analysis results,and put forward teaching suggestions on the implementation of the flipped classroom in high school physics.Rethink the shortcomings of this thesis,and put forward practical suggestions for the next research.