Practical Research On Flipped Classroom Model In Junior High School Physics Review Class

The core idea of the new curriculum reform puts forward "Education should center on the development of students and attach importance to the student’s dominant position." However,in the traditional teaching model,students lack the conditions and opportunities for independent learning and self-evaluation.Therefore,their subjective initiative and unique individual qualities cannot be fully developed.With the support of the social development background,the flipped classroom teaching model came into being.It conforms to the development needs of the current education reform and provides a platform for students’ independent construction and cooperative learning.However,through literature research and actual investigation,it is found that there are still many problems to be solved in the practice of the flipped classroom.These problems caused by its own complexity restrict its development and application.This research is based on educational theory to conduct practical research on it,aiming to reveal the nature and laws of the model and to obtain teaching strategies with practical guiding significance.In this research,the unit review course for junior high school physics was selected as the research course type of the flipped classroom teaching model.On the one hand,through specific practice,the author thoroughly researched the key issues to analyze the nature and laws of the issues.On the other hand,the author tried to use educational theory to guide teaching practice,analyze teaching phenomena,reveal the internal principles of the flipped classrooms,and sublimated practical materials and perceptual experience into practical theories.The research work of this article mainly includes the following aspects:First,in order to fully and accurately understand the research status of the flipped classroom,the author used Cite Space to visually analyze relevant domestic and foreign literature and conducted comprehensive research on teaching models and effectiveness.All obtained information serves as the starting point of this research work.Second,through literature research,the author built a theoretical basis to support the flipped classroom teaching model.Third,through the questionnaire survey,the author conducted research on the flipped classroom teaching model and review class teaching,which lays the foundation for followup research.Fourth,the author applied the partially five-link pre-class flipped teaching model and the small loop and multi-feedback teaching model to conduct teaching design and practical research on the unit review class of "Phase Change".Fifth,the author combined theory with practice.The author applied theory to guide teaching design and teaching process,and then analyzes teaching phenomena and teaching results from a theoretical perspective.On this basis,four teaching strategies were finally formed.