What are the three periods of the emergence and development of curriculum and teaching?

"Flip classroom style" is a complete subversion of the traditional classroom teaching structure and teaching process based on printing, which will lead to a series of changes in teachers' roles, curriculum models and management models. According to the comprehensiveness and profundity of "flipping" and the carrier and technical support that "flipping" relies on, we can divide the development process of "flipping classroom" into three stages. In-depth analysis and research on the characteristics and laws of different development stages will help to clarify the origin of flip classroom and predict the future development trend, help to correctly understand the essence of flip, and help to carry out effective flip reform in combination with the actual education and teaching in China.

First, the "quasi-flip" stage

With regard to the initiative of "Flip Class", the authoritative and recognized view is that the Flip Class originated from the attempt of two chemistry teachers, Jonathan Boehlmann and Aaron sams, at Rocky Mountain Park High School in Colorado in 2007. They recorded teaching videos for students to watch at home, the original intention was to help students who were absent from class, but they gradually found that this way of "students going home to study by themselves and solving problems in class" had a positive impact on teaching and students liked it very much. So, two chemistry teachers began to think about how to carry out this flip teaching in class. In 20 1 1 year, salman khan and the Khan Institute he founded pushed the flip classroom to the world. Prior to this, China's primary and secondary schools have tried and carried out similar experimental reforms in education and teaching. Typical cases are "learning before teaching and training in class" in Yang Si Middle School, Jiangsu Province, "self-study-demonstration mode" in Xinjiang Middle School, Shaanxi Province, and "problem-oriented autonomous learning mode" in Mudu High School, Jiangsu Province. Different from the current "flip classroom" supported by information technology, in these modes, students do not use micro-video and online problem solving, but use text learning materials such as tutorials, textbooks and exercise books. Therefore, it is also called the "tutorial case flip" stage. Also known as "learning before teaching" teaching mode. Compared with traditional teaching, the "flip" at this stage has changed to a certain extent, because the knowledge preview is imposed in the process of learning guidance, students have mastered some basic knowledge, or have a better understanding of knowledge, and the process of knowledge transfer and knowledge internalization has changed to a certain extent. Classroom teaching can focus on training. However, due to the lack of the support of teaching videos, students' mastery of knowledge in the "learning first" stage is still relatively low. Many contents are also explained by teachers in class, that is, "post-teaching". The process of knowledge transfer and knowledge internalization has not changed fundamentally. Classroom and even the whole teaching process is limited to knowledge understanding and application training, lacking knowledge evaluation and knowledge innovation. Due to the limitation of time and space, it is difficult to completely consolidate and internalize knowledge. In order to ensure the exam results, most teachers will also assign a lot of homework. So the "flip" at this stage is called "quasi-flip".

Second, the "primary flip" stage

The "turnover" of this stage is a formal "turnover", also known as the "process reengineering" stage. The most typical case is Jonathan of Rocky Mountain Park High School in Colorado mentioned above. Pahlman and Aaron? The flip experiment of two chemistry teachers in sams. On the basis of letting students watch videos at home, make room for students to finish homework or chemical experiments, and provide personalized counseling. 20 1 1 salman khan delivered a speech on "Re-creating Education with Video" at the TED (Science and Technology Entertainment Design, American Non-profit Organization) conference. As mentioned in the video, many middle school students watch the math teaching video of Khan Academy at home at night, and go back to the classroom to do their homework the next day. When they encounter problems, they ask teachers and classmates for advice. This is just the opposite of the traditional classroom model of "teachers have classes in the classroom during the day and students go home to do their homework at night", which we call "flipping the classroom".

Another typical case is the "flip experiment" of Clinton Dell High School, a suburban school in Detroit, USA. After two years of flipping classroom experiments in two classes, the headmaster Greg Green boldly realized the flipping mode in the whole school. Students watch the 5-7-minute video recorded by the teacher at home, take notes and write down the problems they encounter; In class, the teacher will talk about some concepts that most students have doubts about, and spend most of the time tutoring students to practice and feedback their homework in time. One year after the implementation of flip classroom, students' academic performance has been greatly improved. 165 freshmen, only 19% failed English, and the original rate was above 50%. A similar result was seen in math class, and the failure rate dropped from 44% to 13%. The failure rate of scientific and social research has also decreased.

The typical case in China is the flip classroom experiment in Chongqing Jukui Middle School. Their flip class is based on video and learning management platform, and each student has a tablet computer as his own learning terminal. Before class, teachers collectively prepare lessons and make counseling plans. Teachers' representatives of the subject group record l0-l5 minutes of intensive lectures and upload them to the "Campus Cloud" service platform. According to the tutoring plan issued by the teacher, students learn independently by watching the corresponding teaching videos, and then do the test questions on the online learning platform. The teacher understands the students' learning situation through the timely feedback of the platform, thus adjusting the classroom teaching. In class, students independently complete the homework assigned by the teacher, and difficult problems are solved through group discussion and cooperation with teachers and students. Teachers patrol the classroom and give students the necessary individual guidance. Subsequently, students complete related exercises on the network platform or other materials, and improve themselves by watching the practice evaluation videos recorded by teachers and conducting independent exploration and reflection.

Compared with "quasi-flip", the biggest difference of "flip" at this stage is that knowledge is mainly imparted by "letting students watch lecture videos after class". With the support of information technology, "flipping" has changed the time and space of knowledge transfer and knowledge internalization. In traditional teaching, students' learning process consists of two stages: the first stage is "knowledge transfer", which is realized through the process of "teachers talk and students listen"; The second stage is "absorption and internalization", which is completed after class through the process of "students completing their homework independently". Due to the lack of teacher's support and peer's help, the stage of "absorption and internalization" often makes students feel depressed and lose their motivation and sense of accomplishment. After the classroom is "flipped", students will "transfer knowledge" before class. Teachers not only provide videos, but also provide online tutoring. "Absorbing and internalizing" is done through "homework+tutoring" in class. Teachers can know students' learning difficulties in advance and give personalized guidance in class.