Localized Application Of Reversion Classroom In Geography Teaching

This is the content of Abstract:Flipped classroom is a brand new teaching mode that completely subverts the time sequence in traditional classroom.Students first complete knowledge impart independently before class with the help of information technology platform,and then complete knowledge internalization in class through teacher-student interaction,cooperative exploration and other forms.This teaching mode is foreign to China.Although it can solve many disadvantages of the traditional teaching mode,it cannot be directly copied.Even in China’s education system,different regions,schools and disciplines have different conditions for carrying out flipped classroom.Therefore,it is necessary to localize flipped classroom based on the actual situation of the region,school and discipline.In this paper,based on the actual situation of the middle school where the author works and the research results of predecessors,a localized flipped classroom teaching model of geography discipline is constructed through theoretical research,investigation and research,and its effectiveness is verified through comparative experiments.The specific research content mainly includes the following aspects:The first part,introduction.The introduction mainly elaborates the research background,research significance and research status at home and abroad of this topic through literature analysis,and formulates research objectives,research contents,research methods and technical routes in combination with the characteristics of this topic.The second part is the theoretical basis.This part in the research,on the basis of predecessors’ research results,the flipped classroom teaching model,geographyflipped classroom,localization are defined.And combine the characteristics of the flipped classroom teaching mode,through the literature analysis,this paper sorts out the new geography curriculum reform concept,"zone of proximal development" theory,constructivism theory,learning pyramid theory and other theories related to pedagogy and psychology,so as to provides necessary theoretical support for the localized flipped geography classroom teaching model.The third part is the research on the construction of localized geography flipped classroom in Huangyuan County senior high schools.This part explains the general situation of Huangyuan County Senior High School,analyzes the advantages and disadvantages of implementing localized geographyflipped classroom in Huangyuan County Senior High School through questionnaire survey and interview method,and tries to solve the problems and build a teaching model of localized geography flipped classroom in line with the school situation.The fourth part is an experimental study based on localized geography flipped classroom.In this part,experiments are carried out on the localized flipped geography classroom constructed in Chapter 4 to verify the effectiveness of the constructed model.The conclusion and prospect part mainly summarizes the viewpoints of this research subject,and finally looks forward to the future development trend combining with the characteristics of flipped classroom of geography.