What exactly is a flip classroom? Salman khan, the founder of Khan Academy, explains this: Many middle school students watch the mathematics teaching videos of Khan Academy at home in the evening, return to the classroom to do their homework the next day, and ask teachers and classmates for advice when they encounter problems. This kind of classroom model, which is just the opposite of the traditional way of "teachers have classes in the classroom during the day and students go home to do their homework at night", is called "flipping the classroom"

The traditional teaching process usually includes two stages: knowledge imparting and knowledge internalization. The teaching of knowledge is accomplished by teachers' teaching in class, while the internalization of knowledge requires students' homework, operation or practice after class. In the flip class, this form has been subverted. Knowledge transfer is completed with the help of information technology after class, and knowledge internalization is completed with the help of teachers and classmates in class, forming a flip classroom. The inversion of teaching process has brought about a series of changes in classroom learning process.

Teachers no longer dominate the classroom.

In the flip classroom, the teacher has changed from the knowledge giver in the traditional classroom to the promoter and instructor of learning. This means that teachers are no longer the center of knowledge interaction and application, but they are still the main promoters of students' learning. When students need guidance, teachers will provide them with necessary support. Since then, teachers have become scaffolding for students to easily obtain resources, use resources, process information and apply knowledge to real situations.

Redistribution of class time

Flipping the classroom reduces the teacher's teaching time and leaves students more time for learning activities. These learning activities should be based on real situations in real life, so that students can complete their learning tasks through interaction and cooperation. Transfer the content of the original classroom teaching to after class, and enhance the interaction of students in the classroom without reducing the amount of basic knowledge display. In other words, flipping the classroom can extend the teaching and learning time by maximizing the "preview time". The key is that teachers need to seriously consider how to use the time in class to complete the efficiency of "classroom time".

Students become autonomous learners.

With the development of technology, education has entered a new era, an era in which students can expand their own knowledge. Educators can provide students with rich learning resources, and students can also obtain the knowledge they need from network resources. In personalized learning supported by technology, students become self-paced learners. They can control the choice of learning time and place, and can control the content and quantity of learning.

However, in the flip class, students do not study completely independently. Flip class is dynamic and requires students' high participation. In the collaborative learning environment supported by technology, students need to interact with classmates and teachers repeatedly according to the learning content in order to expand and create in-depth knowledge. Therefore, the flip classroom is a classroom to build in-depth knowledge, and students are the protagonists of this classroom.

■ The school found that

"Dig out" new tricks in rural school classrooms

A few days ago, Beijing No.71 Middle School held "Exploring Time Flip, Honesty Makes Classroom —— Flip Classroom to Observe the National Live Meeting", which showed the participants the latest teaching method of the school —— Flip Classroom, which is a mode in which teachers make videos, students watch the teacher's explanations in the videos at home or after class, and then return to the classroom for face-to-face communication between teachers and students to complete the teaching.

"Four Preparations and One Reflection" to Ensure Teaching Quality

As a new teaching mode, Flip Classroom has not appeared for a long time in China. The teachers in 7 1 are not sure whether a rural school can carry out this research well and whether it will lead to the decline of students' grades. In order to let the teachers go into battle lightly and practice boldly, President Guo Yanfeng made a statement at the general meeting of the whole school, saying that the principal is the first responsible person in the school to flip the classroom. If the teacher has quality problems due to the implementation of flipping the classroom, the responsibility shall be borne by the principal.

In view of the teacher's doubts about students' learning ability. Guo Yanfeng personally attended the class, led the class teacher and subject teachers to study students' cooperative learning strategies together, and personally organized a school-wide cooperative learning on-site meeting to guide teachers to carry out the construction of class learning groups.

In addition to inviting experts into the school to guide teachers out of the school, No.71 Middle School also innovated the school-based teaching and research mechanism and built a collective lesson preparation system of "four preparations and one reflection". "Four preparations" means one preparation: collective lesson preparation, class planning and task division; The second preparation: personal preparation, micro-course design, and two case preparation; Preparation: collective preparation, collective discussion, revision and finalization; Four preparations: personal preparation, personalized preparation and uploading to massive open online courses; Reflection: After-class reflection, adjust the design. Through the "four preparations and one reflection", the "two single designs" needed to flip the classroom are formed, that is, two instruction sheets, one micro-video and one teaching design for each class as teachers' shared resources.

Students who flip the classroom are more interested in learning.

The problems that students encounter in flipping autonomous learning need to be solved in group learning, which requires space and time to ensure. For this reason, the school will adjust the class time from 45 minutes to 40 minutes, and squeeze out 50 minutes every morning for students to study in groups, which is specially used to solve problems that students can't solve independently in the process of autonomous learning. In this regard, Gong Dachao, a student in Class 6, Grade 3, believes that "the time for group learning is completely decided by me on the spot, and each of us decides to discuss the learning content independently according to our own rhythm and knowledge."

Teacher Guo introduced that in order to ensure the effect of students' group cooperation, she led teachers of various subjects to build an incentive evaluation mechanism for class groups, including group mutual learning evaluation, pre-class learning task evaluation, extra points evaluation for various subjects and subject evaluation. Guo said that in group cooperation, teachers play the role of organizing, observing and guiding evaluation. If students don't understand the content of autonomous learning, they can solve it through group learning, and each group leader is responsible for the study of this group of students to further eliminate doubts. Every day, the team leader first checks the individual learning tasks of the team members and the team members ask questions. The group leader organizes intra-group communication, presentation and discussion according to the questions raised. Inform the subject representative of the problems that can't be solved in the group, and the subject representative will summarize them in time and hand them over to the subject teacher. Subject teachers all reflect that students are better at asking questions in class.

In the "flip classroom", the teacher is the "coach" around the students. Guo Yanfeng introduced that this kind of classroom is a mixture of direct explanation and constructivist learning, which can increase the interaction and personalized contact between teachers and students, and is an environment in which students are responsible for their own learning.

In an interview, Dr. Ma Ning, the tutor of master students in Beijing Normal University, said that the value pursuit of flip classroom is to let students develop actively, rather than relying on teaching to learn, and technical means provide such an opportunity, which makes it possible to learn first and then teach. Professor Wang Qiong of Peking University said: "A rural school can vividly carry out flip classes, which is worth learning from its brother schools."

■ Teacher practice

Flip the classroom

There must also be rules to follow.

Flipping the classroom extends students' learning process outside the classroom. Students can watch the video preview before class, then exchange and discuss in class and accept the guidance of the teacher. This involves the problem of classroom management: how to make the flip classroom efficient and orderly? In my opinion, we should start with the design of learning guidance task list based on students' growth characteristics and in line with students' needs, so as to make the flipping classroom have rules to follow.

The learning objectives are concise and vivid.

The learning goal is the soul of the learning guidance task list, and its core is "simplicity" and "vividness", which makes students clear at a glance and produces the impulse to learn. It can be said that this is a psychological effect given to students by the study guidance task list.

For example, in the teaching of "multiplication and division of three numbers" in grade two, the learning goal can be set as "learning to calculate the mathematical problems of multiplication and division of three numbers; Cultivate a careful and serious calculation attitude. " The first one directly expounds the main learning contents of this task list, and the second one emphasizes that students need to develop a serious and serious attitude towards calculation in this kind of autonomous learning. Simple and practical learning goals will make students remember at a glance and avoid resistance to learning.

Respecting differences and teaching at different levels

The content design of the learning guidance task list should follow the principle of "tailor-made" and "step by step", and design different levels of learning guidance task lists for students of different grades to realize hierarchical teaching.

For example, you can try to establish the learning content of senior two as oral expression and hands-on operation; In the third grade, oral expression accounts for 70%, writing calculation accounts for 20% and inquiry questions account for10%; In the fourth grade, oral expression accounts for 40%, writing calculation accounts for 40%, and inquiry topics account for 20%; In the fifth grade, oral expression accounts for 20%, writing calculation accounts for 60%, and exploring topics accounts for 20%. Through the gradual progress in content, it is suitable for the characteristics of students of different ages. Teachers should correctly face students' differences, establish different learning contents according to local conditions, and try their best to tailor the task list for each student so that they can all grow up happily in their studies.

Evaluation is more important than the result and more important than the process.

In the process of flipping the classroom instruction task list, we might as well adopt the methods of "process evaluation" and "result evaluation". Process evaluation can help students build up their self-confidence and improve their learning effect. And the final grade evaluation is the affirmation of students. This evaluation-based learning process is full of challenges and fun, which greatly stimulates students' learning potential. Excellent students see their own learning achievements in every step of their study, and they are full of learning confidence; Students with learning difficulties have seen their own little progress. This kind of self-affirmation enables them to change the past state of empty talk about learning and meet their future study and life with confidence.

(Shandong Rushan First Experimental Primary School)

■ Expert opinion

Teachers' ideas should be updated.

Liu Yanhui (Beijing Shunyi Education Research Examination Center): Teachers should adapt to flipping the classroom, that is, change their ideas in time. Flip the classroom, students are the main body of learning, and teachers return to the role of assistants to provide targeted counseling to students; The requirements of traditional classroom for teachers are mainly reflected in the ability to grasp and interpret the whole knowledge system, while the requirements of flip classroom for teachers are mainly the ability to communicate with students.

Flipping the classroom makes students good at "asking questions"

Ni (Founder and CEO of Apache Education): It is a common phenomenon that students in China are not good at asking questions. Not being good at asking questions is not because students don't have this idea and habit, but because traditional teaching lacks the cultivation of this ability, and flipping the classroom just makes up for this. When a student can find his own problems on his own initiative, he has already learned half.