The Research Of Chinese Comprehensive Learning In The Middle School Under The Flipped Class Model

As an essential part in the compilation and edition of textbooks for middle school students,Chinese comprehensive learning has always been a new and crucial topic in the reform of basic education.However,the lack of teaching mode also makes the current Chinese comprehensive learning and teaching effect poor,unable to improve students’ comprehensive ability.Flip Education Technology for the Reform of Traditional Teaching Fashion is a fusion of one of the new teaching patterns,instruction to explore the Chinese comprehensive learning regime provides a new stream of thought,but due to the discipline class consciousness is not strong,the course plate segmentation is insufficient,flip type classroom teaching mode in Chinese comprehensive learning lesson study needs further exploration.Based on this,the research uses the questionnaire method,interview method,observation method and case action research method to conduct research from five stages: current literature and model analysis,teaching model improvement design,teaching model practice application,teaching effect test,model optimization and enlightenment.According to the related theories and current situation investigation and analysis of the flipped classroom teaching model,a flipped classroom teaching model for comprehensive Chinese learning courses is constructed,and a more targeted and practical flipped classroom teaching model for comprehensive Chinese learning is designed.It was carried out in the seventh grade of junior high school.Teaching practice adopts a theoretical-deductive research path,reflecting on the optimization model in empirical research and testing the impact of the constructed model on the learning effect of students.The research mainly starts from three aspects: theory and status quo analysis,construction of comprehensive Chinese learning teaching mode,and teaching mode application and testing.The main process and results are as follows:Introduction: The background,significance and method of research are expounded,important concepts are defined and literature reviews at home and abroad are combed.Chapter one:The current situation and theoretical exploration of Chinese comprehensive learning flipped classroom teaching.Through combing the theoretical basis of flipped classroom and investigating and reflecting on the current teaching situation,we can understand the attitudes,implementation process and suggestions of E Middle School students to the flipped classroom teaching model of comprehensive Chinese learning,and discover the advantages and disadvantages of actual teaching.Chapter two: Flip the classroom junior high school language comprehensive learning teaching model to improve the construction and front-end design.On the basis of the first chapter,after comparing the characteristics of the existing teaching model,we first complete the preliminary analysis and improvement of teaching model 1.0,forming a three-stage pre-class,in-class and post-class as the basic framework,with teachers and students as the main body,from the information platform,offline teaching two lines,"three-order two-line,student-centered,teacher-led" language comprehensive learning flip classroom teaching model.This paper analyzes the principles and steps of teaching models from learning task sheet design and micro-course design to prepare for the next teaching application.Chapter Three:The application of the comprehensive learning and teaching mode of junior middle school Chinese under the flipped classroom.Based on the second chapter,carry out a one-semester teaching practice action research,carry out teaching plans,teaching actions,observe the teaching experiment process,student performance,record important teaching events,collect experimental data,find problems and test teaching models,and finally reflect on the improvement strategy or plan to optimize the Chinese comprehensive learning based on flipped classroom teaching mode.Chapter four:The effect and influence of the comprehensive learning practice of junior middle school Chinese under the flipped classroom.On the basis of the third chapter,the experiment design and data collection and analysis are carried out from three aspects: deep learning ability,classroom interaction analysis,and achievement of academic performance.The results show that: First,the comprehensive Chinese learning teaching model in the flipped classroom has a positive and significant impact on the improvement of students’ deep learning investment and strategy level.Second,the constructed flipped classroom teaching model for comprehensive Chinese learning not only has a significant impact on the students’ classroom learning atmosphere,the proportion of students’ active responses,and the proportion of students’ speech,but also facilitates the rationalization and identification of the implementation structure of classroom interaction behavior,which proves the improvement and optimization.The model is conducive to student learning and classroom interaction.Chapter five:Finally,the theoretical summary is made on the teaching objectives,realization conditions,activity sequence,and evaluation elements,and the enlightenment of the research is obtained.Conclusion: Explained the research innovation,deficiencies and future prospects.