Advantages and limitations of flipping the classroom

First, flip the advantages of the classroom

1, so that students have more opportunities to do experiments.

There are one or two books on chemistry in grade nine, which have many contents, short time and heavy tasks. In order to complete the teaching task, teachers try their best to demonstrate experiments, and there are very few group experiments that children do. What do we do? In the section of "Water Purification", filtration operation is an experiment that teachers will demonstrate in class, and it is also a basic experimental operation that students must master. Usually in classroom teaching, the general procedure is: first, the teacher demonstrates the filtering operation, and then give the students a group experiment when they have time. If you don't have time, don't do it at all, and turn the necessary group experiments into classroom demonstration experiments. In order to realize demonstration experiment and grouping experiment in a limited time, I tried to shoot a video of filtering experiment operation with my mobile phone. While shooting, I explained "one stick, two lows and three inclinations", and at the same time showed the details that students can't easily observe in class, such as: the lower end of the funnel is close to the inner wall of the beaker, the glass rod is close to the three layers of filter paper, and the liquid level can't be higher than the edge of the filter paper. Very intuitive, making up for the lack of classroom demonstration. After shooting the video, I used Camtasia Studio software to add subtitles to the operational precautions, so that the video can be shot and edited. I use the class QQ group to upload videos and upload the supporting study task list together. Let the children study at home first. Students with strong learning ability can watch it once, while students with weak learning ability can watch it again and again until they fully grasp the operation essentials. In the classroom, the demonstration experiment time is directly changed to the experimental time of students in groups, which creates valuable opportunities for students to do experiments. Through the observation in class, I found that most students have mastered the filtering operation. Although a few students made operational mistakes, with the help of their peers and teachers, they quickly mastered them.

2. Let students give full play to their initiative in learning.

How to give full play to students' subjective initiative in learning, stimulate students' interest in learning and cultivate students' lifelong learning ability is always the most worthy problem for teachers and parents. The essence of "flipping the classroom" is to use information technology to transfer the process of knowledge "transfer" to the link of students' autonomous learning, thus changing the content of classroom teaching. For example, the first volume of ninth-grade chemistry, Burning and Extinguishing, published by People's Education Publishing House, has simple knowledge points, which students can completely master through autonomous learning, so I adopted the teaching mode of "flipping the classroom". First, use Camtasia Studiopan > software to record the video of "Burning and Extinguishing", and then use the selected exercises as the study task list. Video and study task list are uploaded to the class QQ group, and students are encouraged to discuss in the QQ group. Students' doubts in learning can be answered online by teachers or by students. It doesn't matter that some students can't participate in the discussion because they can't watch the video in time, because the information on QQ won't be discarded or taken back. These students can get the problems and solutions discussed by their classmates by looking at the information. At the same time, micro-video resources will not disappear. After a period of time, I will remind students to review in time and consolidate their knowledge. The emergence of this teaching mode allows students to study independently at home, master the progress and time of their study, give full play to their initiative in learning, help other students solve problems and feel a sense of accomplishment after self-study.

3. Improve students' scientific inquiry ability.

In the "flip classroom", the form of teaching organization has changed from "classroom teaching and listening+homework" to "autonomous learning before class+classroom collaborative inquiry". From the perspective of instructional design, "flip classroom" is a mixed instructional design that combines online teaching and classroom teaching. As a natural subject, chemistry not only pays attention to the transmission of knowledge (micro-class learning knowledge, classroom consolidation and strengthening knowledge), but also pays more attention to students' acquisition of knowledge through scientific inquiry.

"Internalizing knowledge and expanding ability" is my personal understanding of "flipping the classroom".

In the flip class of "Combustion and Fire Extinguishing", I first asked the students to summarize the combustion conditions and fire extinguishing principle through recollection, and then discussed with the students what are the shortcomings of the "combustion conditions inquiry experiment"? How to improve? Students use the equipment given by the teacher to design four different schemes, some of which are very simple and easy, which I didn't expect. In this strong atmosphere of inquiry, teachers and students jointly complete the improved experiments designed by students, so that students can feel the fun of scientific inquiry. After class, I will learn three questions with low accuracy in the task list: First, is the candle blown out because of lack of oxygen? Second, if the temperature reaches the ignition point and there is oxygen, can combustible materials burn? Third, does combustion necessarily require oxygen? As the focus and difficulty of classroom inquiry. These three questions are particularly representative and confusing for most students, and students' desire to explore is particularly strong. Sure enough, students actively think and speak in class, put forward their own conjectures, and design experimental schemes to prove their conjectures. The teacher supplements and perfects the experimental scheme put forward by the students, evaluates the experimental scheme together with the students, and finally chooses one of them to carry out the experiment, proving his guess with facts. The students' activity in class is beyond my expectation. Changing the past "passive inquiry" into the present "active inquiry" has greatly improved students' scientific inquiry ability. This is really "as long as you give students a chance, students will give you a wonderful one." When solving the second problem, I also used the digital sensor-oxygen sensor to measure the oxygen concentration in the closed container. When the candle goes out, the oxygen concentration is still 15.47%, which supplements the second condition of combustion: combustible combustion needs a certain concentration of oxygen, and cultivates students' rigorous scientific attitude.

Second, flip the limitations of the classroom

1 puts forward higher requirements for teachers' professional and non-professional abilities.

Students' autonomous learning before class mainly depends on micro-videos recorded by teachers. Making videos with simple and clear pictures to the greatest extent is the key to the success of "flipping the classroom". Think calmly, do we have the technology to shoot, record and edit videos independently? The realization of scientific teaching mode needs strong technical support, and teachers need to master a higher level of technical application ability in order to better implement the concept of "flipping the classroom".

I have never formally studied information technology, and everything depends on self-study. When I recorded the operation video of the "filtering experiment", I recorded it more than 20 times with my mobile phone, and later I used my self-taught Camtasia studio as a subtitle, which took a week. The micro-video of "Fire Fighting" is even more difficult to do: first, a lot of time is invested to analyze the teaching content and students' own characteristics, and then the multi-dimensional learning objectives are refined and simplified into micro-videos that are convenient for students to learn within 10 minutes. The quality of micro-video is the key. So I made a courseware for burning and extinguishing fires from the beginning, and wrote a script when recording. Every sentence and word should be carefully considered in order to help students learn knowledge, instead of passing it on to them directly. In order to make the video not too noisy, most of the pictures recorded by Camtasia Studio software are after eleven o'clock in the evening, and it takes more than ten days to record several times.

Another important part of flipping the classroom is classroom activities. In the flip classroom, teachers should arrange classroom teaching activities, student-student cooperation, group exchanges and cooperation and other activities. In the process of communication between teachers and students, in the activities of students' discussion, we should know the actual situation of students' learning and problem solving before class, and also organize the exchange and display of results between students and groups. The classroom is dominated by student activities, and the classroom activity is very high, which requires teachers to control the classroom order and organize the classroom activities well. Therefore, teachers need to carry out rich teaching activities in sufficient classroom time to enrich students' actual combat experience. How to flip the classroom depends entirely on the teacher's broad vision. In such a classroom, teachers need to have high-level classroom management ability and classroom organization ability. four

2. It also puts forward requirements for students and their families.

The requirements of flip classroom teaching mode for students are mainly reflected in students' consciousness, curiosity and family economic conditions. Some students in our school can't study online because of family conditions, so they have to use their spare time to study at school, and these students can't discuss and communicate with other students. Moreover, because other subjects do not adopt the "flip classroom" teaching method, there are more homework at night, and there are still not many students who really learn micro-video.

As a traditional teaching mode, "flip classroom" is a revolution in teaching. We should look at everything in two. While appreciating and learning the advantages of "flip classroom", we can't ignore the problems to be solved and how to make it a habit model.