How to apply the flipped classroom model in junior high school geography teaching

Since the fall of 2011, “MOOCs” have swept across the world like a prairie fire. This educational storm has aroused close attention from all walks of life and evoked a re-examination of teaching models. Coincidentally, in the field of basic education, with the help of digital technology, a revolution using "flipped classroom" is coming rapidly.

As a teaching idea or teaching model, flipped classroom has been improved or recreated on the basis of the original teaching model by schools across the country, taking on many forms. Next, I will use "Drawing of Temperature Curve Chart" as an example to introduce my attempt to flip the classroom model in geography teaching.

I will introduce it from the following three aspects: 1. Pre-class design; 2. Class activity design; 3. Summary and reflection.

1. Pre-class design

Currently, our primary and secondary school curriculum is mainly based on curriculum standards or teaching objectives. The flipped classroom teaching I practice always focuses on curriculum standards and is an attempt based on analysis of teaching materials and academic situation analysis.

1. Analysis of curriculum standards, teaching materials and academic situation

Interpretation of curriculum standards: Use temperature data to draw temperature curves.

Textbook analysis: This section is the second section of the third chapter of the seventh-grade geography volume of the People's Education Press. It is the basic knowledge of climate. The content includes two parts: temperature change and temperature distribution. The former involves the concept of temperature, measurement of temperature, diurnal changes, annual changes in temperature, and drawing of temperature change curves. The temperature graph is a method of expressing temperature changes and is also a commonly used tool when studying climate. Therefore, drawing temperature curves is an ability that students must learn.

Analysis of academic situation: First-grade students have learned knowledge about the earth, maps, sea and land distribution in the previous stage, and they just learned the knowledge about variable weather in the previous section. This is the time to learn the knowledge about temperature changes and distribution in this section. but their grasp of these basic knowledge is not firm. At the same time, the seventh grade students only learned the knowledge of the number axis, but did not learn the relevant knowledge of the plane rectangular coordinate system in mathematics.

Based on the analysis of curriculum standards, teaching materials and students’ situation, this lesson determined that “drawing the temperature change curve based on temperature data” is an important and difficult point in teaching.

2. Design of "Guidance Case"

(1) Design Intention

In order to give students a preliminary understanding of the knowledge system of this section, follow the development of human thinking According to the laws of logic, I designed a "Study Guide" to guide students to read the textbook content and understand the concept of temperature, temperature observation, temperature changes, etc., and also paved the way for students to learn to draw temperature curves.

(2) Feedback on the completion of the "Study Guide Project": There are 52 people in the class, of which 44 have completed it, accounting for about 84.6%; 8 people have not completed it, accounting for about 15.4%.

3. Micro-course design

In order for students to meet the requirements of the course standards, I recorded the micro-course "Drawing of Temperature Curve Chart". The content of the micro-course mainly consists of two parts: explaining how to draw a temperature curve and advanced homework design.

(1) How to draw a temperature curve

In the micro class, I consider the different levels of students in the class, starting from the perspective of lower-level students, and decompose the drawing process into small steps step by step. Steps, while being close to students' actual operations (for example: using a ruler). Finally, in order to make it easy for students to master the drawing method, I briefly summarized the drawing steps as "one horizontal moon, two vertical temperature, three fixed points, four connected lines, and five writing names". Micro videos are short and concise, have clear goals, prominent themes, thorough explanations, and are easy to master. It is also easy for students to achieve success and build self-confidence.

Students’ feedback on watching the video: Completion status of watching the micro-lecture: There are 52 students in the class, of which 48 watched, accounting for about 92.3%; 4 did not watch (3 could not watch because the computer was not connected to the Internet, and 1 Forgot learning tasks), accounting for about 7.7%.

(2) Advanced homework design

After students learn how to draw temperature curves, in order to monitor and correct students’ learning and ensure learning effects, I designed Two related advanced assignments: one is the game "Let's Find Differences", and the other is drawing "Bengbu's annual average daily maximum temperature change curve".

①Advanced Assignment 1: Design of the game "Let's Find Differences"

Based on my teaching experience, I designed the common mistakes in students' drawing process into game activities. This game is a game that everyone likes to play in their spare time. This kind of design is close to the actual life of students, easy to put students in an active and relaxed learning state, and at the same time helps students pay attention to error-prone points in the drawing process.

Dear judges and teachers, please relax and let’s enter this game session together

Feedback on the interaction in the game "Let’s Find Difference": There are 52 people in the class, including 30 22 people participated in the interaction, accounting for approximately 57.7%; 22 people did not participate in the interaction, accounting for approximately 42.3%.

②Advanced assignment 2: Draw "Bengbu's annual average daily maximum temperature change curve"

In the last part of the micro class, I presented the temperature data of Bengbu and asked students to draw Bengbu's annual average daily maximum temperature curve. After completion, place it in the QQ group and share it in the space.

This link is intended to achieve teacher-student and student-student interaction to help most students achieve their learning goals. It also serves to monitor students' learning and check the learning effects of the whole class in order to design flipped classroom activities.

Feedback on drawing the "Bengbu Daily Average Daily Maximum Temperature Change Curve": There are 52 people in the class, 47 of whom have submitted their homework (23 of them have drawn standards, accounting for about 44.2% of the class; There were 24 people who drew irregularly, accounting for about 46.2% of the class); 5 people did not submit their homework, accounting for about 9.6%.

2. Classroom activity design

Compared with the traditional teaching process, in the flipped classroom teaching model, knowledge transfer is completed before class with the assistance of information technology, and knowledge internalization is It is completed with the help of teachers and classmates in the classroom. How to help students maximize knowledge internalization through classroom activity design. Constructivists believe that the acquisition of knowledge is a process in which learners realize meaning construction through interpersonal collaborative activities in certain situations. Therefore, when designing classroom activities, I make full use of elements such as situation, collaboration, and conversation to give full play to students' subjectivity and complete the internalization of the knowledge currently learned. I will introduce my classroom activities from the following aspects.

1. Determine the problem

The problems I found based on the analysis based on the students' completion of the "Guidance Plan", watching videos, and completion of advanced assignments are:

(1) Students’ independent learning ability needs to be improved and guidance on learning methods is needed.

(2) Some students did not participate in the interactive sessions of advanced assignments.

(3) Some students failed to standardize their drawings.

2. Independent exploration

The ability to learn independently is one of the important qualities that learners should possess. From the perspective of individual development, students' learning is a process from dependence to independence. In the activity design of flipped classroom, I focus on and cultivate students' independent learning ability.

Based on the data analysis of students’ learning micro-course feedback, some students did not participate in the interactive game session of “Let’s Find Differences”, so I used students to explore independently in the flipped classroom and reviewed the drawing steps in the form of quick answers. Summarize and indicate correct answers to advanced assignments.

3. Collaborative learning

Learning collaborative activities are conducive to developing individual students' thinking abilities, enhancing communication skills between individual students, and students' mutual tolerance. In addition, collaborative learning has obvious positive effects on forming students' critical thinking and innovative thinking, improving students' communication skills, self-esteem, and forming mutually respectful relationships among individuals.

Judging from the feedback from students who completed the drawing of "Bengbu Annual Daily Average Maximum Temperature Change Curve", more than half of the students failed to perform standardized drawings. I organized students in class to work in groups to complete the drawing of "Bengbu Annual average daily minimum temperature change curve chart" activities to achieve students helping students, teachers helping students, and improve classroom efficiency.

4. Achievements display

After independent exploration and collaborative learning, students complete individual or group achievement collections. I designed students to report in class and share the success and joy of making their works.

3. Summary and Reflection

My attempt at a flipped classroom teaching model fully embodies the concept of “student development as the center” and changes the traditional classroom teaching model to a certain extent. It makes up for the shortcomings of traditional classrooms:

In terms of curriculum, learn geography that is useful in life and learn geography that is useful for lifelong development.

In terms of teaching methods, it has changed the traditional teacher's "one word teaching", allowing students to control their own learning progress. The pace at which students watch videos is entirely under their own control, and it advocates interactive and open geography teaching.

In terms of learning methods, change from passive to active. Students outside the classroom actively watch micro-lecture videos and search for information to learn. They are active constructors of knowledge. In class, students actively ask questions to teachers and peers and are the initiators of teacher-student conversations.

In terms of teaching methods, we construct geography courses based on modern geographic information technology to create a suitable environment for cultivating students' interest in learning and developing students' awareness and ability to autonomously learn.

The traditional testing method of paper-based tests cannot test all students’ learning effects in flipped classroom, because flipped classroom also involves students’ cooperation ability, organizational ability, personal time management ability, and expression ability. wait. How to give students objective evaluation in the flipped classroom model?

I will continue to think, summarize, and move forward in future teaching.