In Woodland Park High School, a mountain school in Rocky Mountain, Colorado, teachers are often troubled by a problem: some students often miss normal school activities for various reasons, and students spend too much time on the bus to and from school. As a result, many students can't keep up with their study progress because of their absence from class.

Until one day, the situation changed. In the spring of 2007, Jon Bogman and Aaron sams, chemistry teachers in our school, began to use screen capture software to record the playing and explaining sounds of PowerPoint presentations. They uploaded videos combining real-time explanation and PPT demonstration to the Internet to help students who are absent from class make up lessons. At that time, YouTube (the world's largest video browsing, uploading and sharing website) had just started.

What is more groundbreaking is that the two teachers gradually save class time and help students who have difficulty in completing their homework or doing experiments on the basis of watching videos and listening to explanations at home. Soon, these online teaching videos were accepted by more students and widely spread. Because many students download teaching videos between 18 and 22: 00 every night, the school video server often crashes during this time. "Flipping the classroom has changed our teaching practice. We will never spend 30 to 60 minutes explaining in front of students again. We may never return to the traditional teaching methods. " This pair of partners are deeply touched by this.

The practice of the two teachers has attracted more and more attention, so that they are often invited to introduce this teaching model to their peers. Their lectures have spread all over North America, and gradually more teachers began to use online videos to teach students after class, and then they returned to the classroom to practice collaborative learning and concept mastery.

Traditional classroom

Flip the classroom

teacher

Knowledge givers and classroom managers

Learning instructors and promoters

student

Passive receiver

An active researcher

Teaching form

Classroom explanation+homework

Pre-class study+classroom research

Classroom content

Knowledge explanation and teaching

Problem research

technology application

Content display

Tools for autonomous learning, communication and reflection, and collaborative discussion.

appraisal procedure

Traditional paper testing

Multi-angle and multi-mode

Second, flip the advantages of classroom teaching mode

1. "Flip" lets students control their study.

After flipping the classroom, students can use teaching videos to arrange and control their own learning according to their own situation. Students can watch the teacher's video explanation after class or at home, which can be carried out in a relaxed atmosphere; You don't have to be as nervous as a teacher in class, worrying about missing something, or being distracted and unable to keep up with the teaching rhythm. Students can watch videos at their own pace. If they understand, they can fast-forward and skip. If they don't look backwards, they can look back and forth. They can also stop to think carefully or take notes. They can even ask teachers and peers for help through chat software.

2. "Flip" increases the interaction in learning.

The biggest advantage of flipping the classroom is to improve the interaction of the classroom in an all-round way, which is reflected in the relationship between teachers and students and the relationship between students and students.

Because the role of teachers has changed from the presenter of content to the tutor of learning, teachers are given time to talk with students, answer students' questions, participate in study groups and give individual guidance to each student's study. When students finish their homework, teachers will notice that some students are troubled by the same problems, so they will organize these students to set up counseling groups and often hold small lectures for such students with the same problems. The beauty of small lectures is that when students encounter problems and are ready to ask questions, teachers can give timely guidance.

3. "Flip" makes the communication between teachers and parents deeper.

Flipping the classroom has changed the content of communication between teachers and parents. Over the years, at parent-teacher conferences, parents have asked the most questions about their children's performance in class, such as listening quietly, behaving respectfully, raising their hands to answer questions, and not disturbing other students. These seem to be the characteristics of good study, but the teacher is very entangled in answering. After flipping the classroom, these questions are no longer important in the classroom. The real question now is: Are the children studying? If they don't study, what can the teacher do to help them study? This deeper problem will lead teachers to discuss with their parents how to bring students into an environment and help them become better learners.

Third, what is not to flip the classroom?

1. is not the same as online video. In addition to teaching videos, there is also face-to-face interactive time to have meaningful learning activities with classmates and teachers.

2. Video can't replace teachers.

3. Not an online course.

4. It's not that students study out of order.

Don't let the whole class stare at the computer screen.

6. Students don't study in isolation.

Fourth, what is a flip classroom?

1. is a means to increase the interaction and personalized contact time between students and teachers.

This is an environment where students are responsible for their own study.

Teachers are "coaches" around students, not "saints" on the podium.

4. It is a mixture of direct interpretation and constructivist learning.

Students are absent from class, but they don't fall behind.

6. It is a permanently archived course content, which can be used for review or make up lessons.

7. This is a classroom where all students are actively studying.

8. It is to let all students get personalized education.

Five, flip the definition of the classroom:

The so-called flip classroom is a teaching form in which teachers make videos, students watch the teacher's explanations in the videos at home or after class, and return to the classroom to communicate face to face with teachers and students to complete their homework.

When teachers become more instructors than content transmitters, they also have the opportunity to observe the interaction between students. In the process of patrolling the classroom, the teachers noticed that the students had developed their own cooperative learning groups, and the students helped each other and learned from each other instead of relying on the teachers as the only disseminators of knowledge. It is indeed a magical observation, which makes teachers full of awe for students' cooperative learning discussion.

Teachers respect their students so much that they generally respond. They began to realize that the teacher was here to guide them in their studies, not to issue instructions. The teacher's goal is to make them the best learners and truly understand the course content. When teachers and students master concepts together, they will respond with the best actions.

Some colleagues may ask, how do teachers form a learning culture? The key is to let students set learning as their goal, rather than working hard to complete the task. Therefore, we should focus on turning the course into a meaningful activity instead of finishing the busy work.

Challenges in the implementation of flip classroom.

School timetable.

1. The state has always emphasized the implementation of quality education to reduce the burden on students. However, due to the pressure of entrance examination, many schools still try to help students improve their academic performance through exam-oriented education. Therefore, the implementation of flip classroom, a teaching mode that requires students to spend a lot of time after class, needs the support of the school in teaching schedule.

2. In flip classroom teaching, teachers should not occupy students' study time at night, but let them watch teaching videos in their leisure time. For schools that don't study at night, teachers should strictly control the amount of homework, and students' main learning tasks after class are watching teaching videos and completing a small number of targeted exercises. For schools that need to attend evening self-study, teachers should not give lectures during evening self-study, so that students can complete the pre-class link of flipping the classroom in the self-study class.

(B) the applicability of the topic

At present, most of the subjects that carry out flip classroom teaching experiments abroad are science courses. The knowledge points of science are clear, and many teaching contents only need to explain a concept, a formula, an example and an experiment clearly, so its subject characteristics are convenient for the implementation of flipping classrooms. In liberal arts courses, such as politics, history, Chinese and other humanities courses, in the teaching process, it will involve multidisciplinary content, which requires teachers and students to communicate ideologically and emotionally in order to achieve good teaching results.

Then, how to apply the flip classroom model in the teaching of liberal arts courses?

The solution of this problem is a great challenge for liberal arts teachers, that is, to improve the quality of teaching videos and arouse students' thinking. Through teaching videos, the basic knowledge points taught in the course are summarized, and related theories are expounded, so that students can consult materials and think after class, and then communicate with teachers and classmates in class to gradually deepen their understanding. Chongqing Jukui Middle School and Senior Middle School implement flip classroom teaching in Chinese subject. In the poetry appreciation class of short songs, teachers collected video clips of film and television works and read aloud by famous artists, and made a tutoring plan for this class. In the video class, in addition to appreciating the poetry itself, some examples of Cao Cao's recruiting talents, cherishing talents and respecting talents are also introduced. Finally, the flip teaching has achieved good results.

Therefore, for different subjects, teachers should adopt different strategies according to students' feedback to complete flip teaching and promote teaching reform.

(C) information technology to support the teaching process

The implementation of flip classroom needs the support of information technology. Computer hardware and software are needed from teachers making teaching videos, students watching teaching videos at home, to the construction of personalized and collaborative learning environment.

The slow network speed is one of the unfavorable factors that restrict the development of network teaching in many schools today.

In the implementation of flip classroom teaching, schools should solve this problem through various channels, such as configuring high-performance servers and increasing network broadband access. Students need to study through computers and the Internet after class. For some students who lack hardware conditions, the school should provide corresponding equipment support. For example, the school computer room should still be open to students after school.

The quality of teaching video production has an important influence on students' learning effect after class;

From pre-shooting to post-editing, professional technical support is needed, and video design of different disciplines will have different styles. Schools that implement flip classroom teaching experiments need to provide technical support to teachers, and form a streamlined publishing paradigm in the process of making teaching videos to provide experience for subsequent teaching videos. Simplified publishing process is one of the important factors for the success of MIT OCW. In addition, an important factor for the success of flipping the classroom depends on the degree of communication between teachers, students and students. It is very important to use information technology to build a personalized and collaborative learning environment for students, which involves the support of teaching platform. The open source Moodle platform adopted by Elmont Lake Primary School mentioned above is one of the good choices as a communication tool. Teachers can choose different course platforms according to their own teaching activities.

(D) the challenge of teachers' professional ability

Teachers play an important role in using the new teaching mode to carry out effective teaching. In the process of flip classroom implementation, the quality of teaching video, the guidance of students' communication, the arrangement of study time and the organization of classroom activities all have important influences on the teaching effect. Strengthen the training of teachers' information literacy ability, and record emotional and lively teaching videos with the help of video technicians to avoid rigid and monotonous narration. Teachers should guide students to actively learn the classroom teaching mode of turning the front of theory in the online teaching platform.

Sixth, the enlightenment of flipping teaching mode to teachers.

1. Teach students to use their free time.

Providing students with free time does not mean that they can do anything they like. If you let yourself go, you will develop the bad habit of doing nothing, being lazy and tired.

We should try our best to make things interesting and surprise students, and at the same time it is necessary for students' wisdom, emotion and all-round development.

Reading should be the most important birthplace to attract students' interests and hobbies, and schools should become the kingdom of books.

2. Make knowledge "live"

We should strive to make knowledge both the ultimate goal and the means or tools to acquire new knowledge. Let knowledge live in the mental work of students, in the collective spiritual life, in the relationship between students, and in the rapid development and continuous exchange of spiritual wealth.

Let students do independent mental work-research study.

In order to make thinking and thinking a veritable mental work, we must make thinking have a clear purpose, even if it has the nature of solving tasks.

The more teachers are good at giving students the nature of solving tasks in their thinking activities, the more students' intellectual strength participates in such activities, and the more obvious obstacles and difficulties are exposed, thus making mental work a process of overcoming difficulties.

Students prove one explanation and overthrow another through research study. In this case, knowledge is not acquired passively, but through active efforts. Therefore, this kind of knowledge can be transformed into faith, and students will cherish it more.

Eight, "two sets of syllabus" to develop students' thinking.

The first set of outlines refers to the materials that students must remember and keep in memory;

The second set of outlines involves extracurricular reading and other sources of information.

Try to create a memorized intellectual background for students, and memorize and keep the textbooks stipulated in the syllabus in memory. Only when the student thinks can he master the textbook well. What we need to consider is how to turn what we are learning and will learn into objects that students are willing to think, analyze and observe.