Reflections on high school English classroom teaching

Reflection on High School English Classroom Teaching (5 articles)

As an excellent teacher, teaching is one of our jobs. Through teaching reflection, we can effectively improve our classroom experience. So what kind of teaching reflection is good? The following is a reflection on high school English classroom teaching that I have compiled for you. You are welcome to learn from it and refer to it. I hope it will be helpful to you.

Reflection on High School English Classroom Teaching 1

1. Introduction

For a long time, the teaching of English for senior high school students has attracted much attention, especially after the implementation of the new curriculum standards. The new textbooks continue to raise the requirements for teachers' classroom teaching. At the same time, the new courses have great innovations in functions, structures, content, methods, evaluation and management, etc., which also put forward higher requirements for English teachers. Therefore, teachers generally It is relatively difficult to adapt to the needs of education and teaching reform in the new era. English teachers as the frontline of teaching are the key to English teaching. Timely and effective exploration, summary and evaluation are important measures to promote English teaching. In order to seek reasonable and effective teaching and learning methods and understand the current status of senior high school English teaching, the author conducted extensive investigations and research on the current situation of senior high school English teaching in some representative schools in the county, and objectively and scientifically analyzed the teaching methods of senior high school English. problems and challenges faced, so as to find some methods to effectively improve English teaching.

2. Guiding Ideology and Research Methods

2.1 Guiding Ideology of the Survey

The purpose of English teaching in full-time senior middle schools formulated by the National Ministry of Education is: on the basis of English teaching in junior high schools in compulsory education, Students consolidate and expand basic knowledge, develop basic skills of listening, speaking, reading and writing, improve their initial ability to communicate in English, and focus on improving reading ability; so that they are influenced by ideology, morality, patriotism and socialism during the English learning process Through education in other aspects, we can enhance our understanding of foreign culture, especially the culture of English-speaking countries; during learning, we can develop students' intelligence, cultivate innovative spirit and practical ability, form effective learning strategies, and lay the foundation for their sustainable development. On the basis of this goal, for English teaching in the third year of high school, the key to review is how to improve the effectiveness of classroom teaching, that is, how to improve the cultivation and gradual improvement of students' comprehensive English ability through classroom teaching. For rural high school students with relatively weak foundations, the most direct goal of English classes is to develop basic skills based on basic knowledge. Based on the above guiding ideology, the author conducted an in-depth investigation of the senior high school English teaching classes in various schools in the county.

2.2 Research Methods

The author conducted part of the period in September and October of 20xx We conducted an in-depth teaching survey on three representative high schools in the county: Taishun No. 1 Middle School (provincial second-level key middle school), Taishun Vocational and Technical School (general high school teaching classes in vocational high schools), and Taishun Yucai (private high schools). Understand the current situation of English teaching and exam preparation for high school graduates in our county in 20xx. A comprehensive education and teaching survey was conducted through a combination of lectures, teacher-student discussions and questionnaires; this survey focused on classroom teaching, with a maximum of 16 lectures; in addition, some students' daily examination and unit test scores were also analyzed. They also listened to the ideas of teachers in the lesson preparation team in a timely manner, and exchanged and analyzed the useful experiences and existing problems accumulated in the subject teaching of the third-grade students in each school.

3. Survey results

3.1 Overall situation

3.1.1. Situation of teachers and students

There are 30 classes of 20xx high school graduates in the county, including liberal arts There are 8 classes, 22 science classes, and a total of 1,366 students in arts and sciences. With the expansion of the number of classes, teachers in each middle school are taking on the responsibility of teaching senior high school students for the first time. For example, the English teaching for the two senior high school and general classes in Taishun Vocational High School is undertaken by new teachers. Generally speaking, the teaching and research tasks are relatively arduous.

3.1.2. Teaching progress

The English subject basically adopts the teaching of new courses in the third year of high school, while organically combining the texts of the first and second grade of high school and the review of other basic knowledge. At the end of each unit Finally, supplement with appropriate amount of practice. The emphasis in teaching is on the transmission and implementation of knowledge, and the overall progress is relatively appropriate.

3.1.3 Teaching and research atmosphere

Emphasis is placed on creating a harmonious, united and collaborative teaching and research atmosphere in the school. Each school reported that senior high school English teachers can unite and cooperate, lead the new with the old, and have the best resources. * Share and give full play to the collective strength of the teaching and research group and lesson preparation group; however, due to the level differences between different schools, the level differences between different classes in the same school, and other subjective and objective reasons, communication and cooperation between schools are very lacking, and there are also Insufficient communication and teaching and research among members of some schools' lesson preparation groups limit the development of overall potential.

3.2 Problems in Classroom Teaching

The basic orientation of teachers’ questions in senior high school English classes still remains at the request of students to repeat or reproduce facts (mainly repeating the teacher’s words and teaching materials information), and the proportion of open classroom questions that can stimulate students' imagination and creativity and diverge students' thinking is still very small. Less brain-intensive and non-individualized "whole-class talk" classroom activities still account for a considerable proportion; in English classroom teaching, there is a lack of active and effective teacher-student interaction, and some classes focus too much on the teacher's teaching and fail to focus on concise lectures. The requirement of refinement correctly handles the relationship between teaching and practice, resulting in teaching and learning being out of sync; and neglecting to pay attention to students' foundation, ability, and gains.

Some classes obviously do not meet the actual abilities of students, resulting in the failure to achieve the teaching objectives. This is still far from the teaching goals of the new curriculum standards of "taking students as the main body", cultivating "students' active thinking", developing "students' imagination and innovative spirit" and "showing personality and developing the mind", and is not consistent with the college entrance examination. The requirements for high school English classes are also not met. Reflection on High School English Classroom Teaching 2

For me, who has just stepped out of college and has no teaching experience, I am grateful to the school leaders for trusting me and giving me this opportunity. At the same time, I also feel Pressure and Challenges, I have been teaching in the first grade of high school for three weeks. Driven by the pressure, I also feel the relief and confidence brought to me by the students' trust in me.

In the first week, I felt confused. Looking at the confused expressions of the students during class made me very uncomfortable and confused. I speculated that I was not good at teaching. Still they don’t understand. I just felt the pressure. Therefore, in the first week of class, I focused more on communicating with the students. In fact, I also understood their state of mind very well because I have been there myself. Therefore, I will have a heart-to-heart talk with them and tell them my good learning methods in the past, so that they can relax their fear of English and build up their self-confidence. Therefore, in teaching, in addition to teaching new content, we also spend time to help them review the most basic knowledge. It is not that students do not want to learn, but that they cannot pick up their hobbies and feel afraid because they have left out too much knowledge. So they review the most basic knowledge to build their self-confidence.

This way is indeed very recognized by students. In the third week, you can feel the changes in students. At least they are no longer confused and lost in class. The teaching process is relatively smooth and you can feel the changes in students. Willingness and eagerness to learn English.

This also gave me a motivation and enhanced my self-confidence. I believe that through my unremitting efforts, I can make students improve their self-confidence in learning English. After all, for now, students lack more self-confidence. Reflection on High School English Classroom Teaching 3

After leading a graduating class of senior high school students, they achieved gratifying results. Looking back on this year's teaching work, I found that the time was short, the pressure was high, and the tasks were heavy. In order to do a good job in the new round of teaching, I reflected and summarized the year's high school English teaching work.

This year I am teaching English to two classes in the third year of high school, and I feel deeply that there is a long way to go. After in-depth analysis of the current situation of the students in the class, I did a series of concrete and detailed work in a down-to-earth manner, and also achieved some results. Better results.

1. Make a reasonable review plan and pay attention to the implementation and improvement of the plan

To do a good job in high school English teaching, it is impossible without a reasonable teaching and review plan. I carefully studied the "New High School English Curriculum Standards" and "Examination Instructions" and past college entrance examination questions, deeply understood the spirit of them, grasped the test requirements, analyzed the examination content and test angles of the college entrance examination knowledge points, and clarified the changing trends of the college entrance examination development. , formulate effective review plans, and continuously improve and improve them in the teaching process. I help students prepare for the exam from the following two aspects.

(1) Based on textbooks, select exercises to consolidate and strengthen basic knowledge.

At the beginning of the review, focus on comprehensively reviewing the language points in the first, second and third years of high school. I didn’t dare to slack off in the third year of high school and finished them quickly. Emphasis is placed on students mastering the course standard vocabulary and appropriately expanding their vocabulary accumulation. Use small tests during early reading time to focus on systematic review of grammatical knowledge, supplemented by corresponding supporting practice materials, and timely comments; at the same time, students are taught to use context to solve situational communication questions; and students are allowed to establish corresponding sets of wrong questions. , Reduce the chance of making wrong questions again, truly master the knowledge you have learned, solve problems flexibly, and stay the same in response to changes.

(2) Strengthen special training on college entrance examination questions and improve students’ test-taking abilities.

Time-limited training in listening, multiple choice, cloze, reading comprehension, and written expression should be included throughout the college entrance examination review.

The characteristics of single-item fill-in-the-blank are: wide content coverage, the scope of examination includes all the grammar and vocabulary knowledge in the middle school English teaching syllabus: focus is highlighted, emphasizing the examination of verb usage; highlighting the role of context, using context to indirectly To test the use of language knowledge, students should be guided to analyze specific language situations, apply the knowledge they have learned, pay attention to word collocation, word analysis, etc., so as to find the correct answer. Therefore, it is very necessary to strengthen the training of single-item fill-in-the-blank at this time, and attention should be paid to timely comments, summary, and guidance of students to strengthen discussion and set up wrong question sets. Particular emphasis is placed on problem-solving methods. I select some of the multiple-choice questions from the college entrance examinations from various places in recent years for students to practice, so that students can become familiar with and master the important sentence patterns that are mainly tested in the college entrance examination.

Listening: In addition to 20 minutes of extensive listening during the afternoon class meeting every Tuesday, and intensive listening during morning reading every Saturday, Tuesday classes are interspersed with intensive listening. Continuously strengthen the concentration training and listening method guidance for students, familiarize them with the main listening test question types, and learn to predict the listening content through the analysis of listening materials, initially select some answers and eliminate interference items.

Cloze: Focus on guidance and training on cloze methods. Because cloze mainly tests students’ ability to comprehensively use language, I guide students from the following perspectives: analyze from the perspective of idioms and fixed collocations; analyze from the perspective of context; analyze from the central sentence and key sentences of the article. Use sentences and keywords to analyze the author's views and attitudes; analyze from the perspective of the meaning and usage of vocabulary; analyze from the perspective of logical reasoning, common sense, etc.

Written expression: Let students clarify the five-level scoring standards for written expression in the college entrance examination. As much as possible, we should review and revise students' written expressions in detail, organize and summarize them, provide reasonable guidance to different students, and have clear requirements for all students:

1) Sentence patterns that are both complex and simple

　2) To have a shining point, you must have higher-level vocabulary and more complex language structures

　3) Straight to the point, with clear layers, connecting the previous and the following

　4) Read the prompts carefully and write down all the key points

5) The writing is clean, neat and standardized. At the same time, let students recite model essays and do a good job in language accumulation.

Reading comprehension: In the entire paper, reading comprehension is the top priority. Students must limit their time when doing reading comprehension exercises. According to the time limit requirement of the college entrance examination paper for one reading comprehension question, we are limited to reading 5 short articles and completing 20 small questions within 35 minutes. When choosing the correct answer, make full use of the reading skills you have learned. Such as looking for topic sentences, guessing words, inferring, skipping, skimming, etc. to obtain the required information, and refer to the question stems to repeatedly guess the author's intention and ideas, and require students to complete a cloze or 2- 3 reading comprehension articles, insisting on consistent self-reading training and timely review, the students' reading speed and accuracy are also improving day by day, which makes me happy.

3. Timely simulation, check for omissions and fill in the gaps

I carefully analyzed the college entrance examination papers over the years,

On this basis, I carefully selected and compiled several sets of high-quality adaptation Carry out mock tests on the nature test papers, conduct careful evaluation after each mock test, and do a good job in the final summary. I analyze and classify the common mistakes that students have made in previous test papers, and reorganize them into test questions for students to practice again. I take the trouble to analyze and guide students' root causes of mistakes to improve students' ability to identify errors and language comprehension. . Students are also required to constantly look back at their previous assignments and wrong question sets to reduce the rate of error recurrence.

4. Psychological counseling and building self-confidence

Whether a breakthrough can be achieved in the quality of English teaching ultimately depends on the students' efforts and the realization of their learning potential. For most students, the key to success in exams is to achieve psychological stability, clear thinking, maintain stability in psychology, thinking, physical strength, etc., calmly deal with various questions, ultimately achieve excellent results, and enjoy the joy of success. Therefore, from the moment they enter the senior year of high school review, they should pay attention to the education of students' mental health, care about students in life and study, chat and communicate with students more, teach students how to self-regulate and relax, and guide parents to help candidates create a relaxed environment. Family environment, try to help students eliminate bad psychological factors, pay attention to the cultivation of students' good study habits and the guidance of correct learning methods, and establish the confidence to win in learning English well.

5. Implement hierarchical teaching, focusing on tutoring the poor and guiding the excellent, with good results

Based on the current situation of students, implement hierarchical teaching, teach students in accordance with their aptitude, and organize separate tutoring for excellent students and poor students, so that Excellent students are more advanced, allowing poor students to keep up. The results of the college entrance examination prove that this measure is effective and contributes greatly to the overall score of the college entrance examination. Students basically put their best efforts into practice. The average English score of the class I teach is nearly 110. There are only three students in the class who have scores below 90. Among them, Chen Yabin has a score of 140 and is the first in science English in Jimei District. This result may be inferior to other brother schools, but for our student base, I think it is pretty good.

Looking back carefully, today’s success is inseparable from our ability to combine the actual teaching conditions of our school in our work, effectively prepare collective lessons, work together, work hard, and provide scientific guidance. I hope this time Reflection can provide reference for successful future work and strive to make the quality of English teaching in our school achieve greater glory in the next college entrance examination. Reflection on High School English Classroom Teaching 4

"Efficient classroom teaching" is the only way to go in today's teaching reform. Change students' "want me to learn" to "I want to learn." Stimulating students' interest in learning, allowing students to actively participate, be willing to explore, be diligent in doing things, and learn to cooperate is the inevitable direction for the development of new courses. The Education Bureau held an education reform meeting and put forward requirements from the "outline". In fact, Beicheng Middle School has already taken the lead in educational reform. Principal Zhang also gave us in-depth theoretical guidance and pointed out the specific implementation methods and requirements, transforming lesson plans into student aid plans. Under the leadership of team leader Xie Zhouwen, our English group conducted in-depth discussions on how to improve the efficiency of English classroom teaching and carried out specific operations. Through recent daily teaching, mutual lectures and educational reform discussions, I believe that high school English teaching should do the following:

1. Pay attention to the first lesson of each unit to make it substantial and three-dimensional.

(The first-grade English teaching materials are mainly reading, and the teaching contents in the first lesson are mostly: warming up, pre-reading and fastreading)

1. Strengthen the preview guidance for students , to help students clarify their preview goals, not only requiring students to preview before class, but also to solve problems within their own capabilities through preview, and then bring their difficult problems to class to participate in learning.

2. Pay attention to material collection and knowledge accumulation. The integration of collecting materials and teaching materials is an important part of the teaching process. It can not only improve students' learning interest and efficiency, but also provide a platform for students' creative thinking. As first-year high school students, they already have experience in learning the pronunciation, form, and meaning of words. They can be taught by pre-class preview and teacher pre-class inspection (such as dictation, using the small blackboard to do some related exercises, etc.) . The new words that appear in this lesson can be learned and memorized separately, and individual students with learning difficulties can be helped by making up the difference after class. This way, some time can be saved in class for more in-depth study of the text.

2. Pay attention to the diversity of reading.

1. In reading teaching, we often use methods such as asking students to read to themselves, teachers to check, play recordings, listening tests, and then review. This traditional method is an effective method. You can also put forward specific requirements for students:

(1) Browse the full text quickly within a limited time.

(2) After reading, complete the after-class exercises (these exercises can be browsed by students in advance, but avoid asking students to look back at the text when doing the exercises). In this way, outstanding students can complete all the exercises on time, and most of them can complete two or three.

But we don’t have to stick to the rules. We can also let some students show the problems that are obstacles in the preview, let all the students read the text with these questions, capture the information to solve the difficult problems, and then use the method of students’ presentation and teacher’s guidance to achieve the same goal. Solving these problems also cultivates students' fast reading ability. I believe that through such ability training, students' performance will definitely improve.

2. Diversity of reading forms can improve students' ability to perceive and understand the text, such as self-reading, reading together, reading with appreciation, etc., to understand and think while reading, which not only pays attention to students' Emotional experience also cultivates students’ good sense of language.

3. Pay attention to the effectiveness of classroom communication.

In classroom communication, there are inevitably two different forms: "effective communication" and "formal communication". Because of their existence, classroom teaching takes on different forms, and also

The final effect of the classroom is very different. Therefore, formal communication should be abandoned to make communication more effective. So, how can we make classroom communication more effective? The following points should be achieved:

1. Respect each other and communicate equally. Teachers should respect students’ inner emotions and experiences and think about issues from the students’ perspective.

2. Mutual understanding and joint participation. Both teachers and students are the creators of classroom teaching, so classroom teaching should be a process in which teachers and students share knowledge.

3. Enrich classroom communication by introducing group interaction, cooperative inquiry, and even allowing students to teach or perform scenarios.

4. The time for communication and interaction should be reasonable. The teacher should not stop and terminate the interaction as soon as the students enter the role. Nor should the time be too generous, causing students to be idle and causing interactions unrelated to learning.

4. Moderate use of "multimedia".

At present, the school is equipped with multimedia classrooms, coupled with the original audio-visual equipment such as recorders and VCDs, which facilitates teachers to display teaching content from multiple angles and directions, so that students can see the form and hear the sound. , mobilize their multiple sense organs to participate in cognitive activities. This open class activity made me deeply realize that the more courseware used in class is not the better. After class, Principal Zhang clearly pointed out, "This class seems a bit messy and too simple. We must consider What we teach, what we experience, and what we want students to gain must have a clear purpose, find the best combination, stimulate students' interest in learning, and make our audio-visual equipment play its maximum role. ”

5. Pay attention to the accumulation of language materials.

In addition to "oral communication", we should also pay attention to the recitation of beautiful fragments in the text, and strengthen the retelling of the text that is catchy and has a strong narrative. Extend them beyond the classroom and into students' lives to maximize students' language expression and knowledge accumulation abilities.

The above are my superficial thoughts and experiences in teaching. I believe that the current teaching methods are not only conducive to students acquiring the "double basic" ability in English, but also mastering independent reading skills. This not only stimulates students' interest in learning, but also increases students' knowledge, and also cultivates their independent reading ability and good independent learning ability. During the specific teaching process, we learned that most students like this teaching method, and students think that it allows them to think more and understand the text deeply. However, it is only preliminary practice at present, and the application of these methods is not yet easy, and the detailed arrangements of some links also need to be carefully designed. Reflection on High School English Classroom Teaching 5

1. Create teaching videos

In a flipped classroom, the transfer of knowledge is generally completed by teaching videos provided by teachers. Therefore, when creating teaching videos, teachers should clearly understand the goals that students must master, the content that the video ultimately needs to express, and the personality differences of students in the class. Teaching videos can be recorded by the course instructor himself or use excellent open educational resources on the Internet. Teachers' self-recorded teaching videos can completely match the teaching goals and teaching content set by teachers. At the same time, teachers can also provide targeted explanations of teaching content according to the actual situation of students, and can record multiple versions according to the differences of students in different classes. Instructional videos.

The details that should be paid attention to in this process are as follows: the content of the teaching video recorded by the teacher must be consistent with the teaching objectives and teaching content, and should be formulated according to the actual situation of the students; the teaching video uses sound plus blackboard writing, and each paragraph of teaching The time of the video should be controlled within 10 minutes, because students' visual dwell time is generally 5 to 8 minutes, which can make students more focused; teachers should consider how to guide students to actively participate when creating teaching videos by themselves When it comes to learning from instructional videos, this involves the design of visual effects, theme emphasis, interactivity and other elements of the instructional videos.

In this teaching mode, there are only sounds and writing on the blackboard, and the image of the teacher does not appear. Students watch the demonstration of writing on the blackboard and listen to the teacher's explanation. There is no need to use a camera when recording videos. A computer with PPT software installed, screen recording software and a microphone can be used. Teachers who are used to writing by hand can use a writing board or directly use the school's electronic whiteboard. operate.

2. Carefully prepare exercises

Teachers develop targeted exercises before class based on the set teaching goals and teaching content, so that students can understand what they will learn. When designing this kind of exercise, students' existing cognitive structure must be fully taken into consideration, and the number and difficulty of the exercises should be reasonably designed. The number of exercises should not be too many, and the difficulty should be appropriate so that students feel a certain degree of challenge so that they can Stimulate students' interest in learning. Think about the doubts you find during the exercise. If you can't solve them, write them down immediately for the next step of interactive communication. Teachers should also design classroom inquiry exercises so that after students watch the teaching videos, they can be used in organizing classroom activities to strengthen the consolidation of learning content.

3. Organize classroom activities

3.1 Inquiry questions

Questions for classroom inquiry need to be determined jointly by teachers and students. From the teacher's point of view, teachers need to ask some questions based on the key and difficult points of the teaching content; from the student's point of view, students should ask questions based on the questions they found when watching the teaching videos before class, conducting targeted exercises before class, and the unresolved difficulties in peer communication. Ask some questions. Use both aspects to determine questions for classroom inquiry.

3.2 Students solve problems independently

Teachers should focus on cultivating students’ independent learning abilities and allow students to choose corresponding inquiry topics according to their own interests and solve them independently. Only when students think, explore and solve problems independently can they effectively internalize knowledge and systematically build their own knowledge system.

3.3 Inquiry-based activities

Teachers divide students into groups according to their different characteristics and assign inquiry-based questions to each group. In each group, a group leader is selected for organizing The group’s inquiry activities. Each member of the group must actively participate in the inquiry activities and put forward his or her own opinions and ideas at any time; group members can achieve learning goals together through communication and collaboration. During this process, teachers need to capture the inquiry dynamics of each group at any time and provide timely guidance, and select appropriate group learning strategies based on the actual situation, such as brainstorming, group discussions, etc.

3.4 Results Display and Communication

After students have solved problems independently and carried out collaborative inquiry activities in groups, they must display their individual and group results in class.

　3.5 Evaluation and Feedback

The evaluation system in flipped classroom is multi-dimensional and multi-method, which is reflected in the following aspects: evaluation members are no longer just teachers, but also include learners teachers, peers and parents; the evaluation content includes the results of targeted exercises, the situations in which questions are raised, the performance of independent problem solving in class, the performance in group collaborative inquiry-based activities, achievement display, etc. Based on the evaluation results of these feedbacks, teachers formulate the next teaching plan and determine the inquiry questions for the next class.

4. Support of information technology in the teaching process

The implementation of flipped classroom requires the support of information technology. From teachers making teaching videos to students watching teaching videos at home to building a personalized and collaborative learning environment, computer hardware and software are needed.

Slow network speed is one of the negative factors that restricts many schools from carrying out online teaching today.

When implementing flipped classroom teaching, schools must solve this problem through various means, 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 remain open to students after school hours.

The quality of teaching video production has an important impact on students’ after-class learning results. From early shooting to post-editing, technical support from professionals is required, and video design in different disciplines will also have different styles. Schools that implement flipped classroom teaching experiments need to provide technical support to teachers and form a process-based release paradigm in the process of making teaching videos to provide experience for subsequent teaching video recordings. The streamlined release process is one of the important factors in the success of MIT's open courseware movement. In addition, an important factor in the success of flipped classroom depends on the degree of communication between teachers and students, and students. It is crucial to use information technology to build a personalized and collaborative learning environment for students, which involves the support of teaching platforms. Teachers can choose different course platforms according to their own design of teaching activities.

5. Challenges to teachers’ professional abilities

Teachers occupy an important position in effectively applying a new teaching model to teaching. During the implementation of flipped classroom, the quality of teaching recording videos, guidance for students to communicate, arrangement of study time, and organization of classroom activities all have an important impact on the teaching effect.

Strengthen the training of teachers’ information literacy skills, and with the help of video recording technicians, record emotional and lively teaching videos to avoid rigid and monotonous narratives. Teachers should guide students to actively communicate on the online teaching platform. Mobilize students' enthusiasm and inquiry through inquiry-based learning based on problems and projects. The organization of classroom activities also needs to be designed by teachers according to the characteristics of the subject.

6. Requirements for students’ independent learning ability and information literacy

After students watch the teaching videos after class, they complete the after-class exercises and search for information on the Internet, summarize the questions, and then Discuss with teachers and classmates in class. All these arrangements are based on students' good independent learning ability and information literacy. Only students with high independent learning ability can learn course content through teaching videos, find their own questions in pre-class exercises, and be able to reasonably arrange their study time. Only students with high information literacy can search for resources on the Internet and communicate with teachers and classmates through online teaching platforms. Therefore, in the process of implementing flipped classroom, we should pay attention to the cultivation of students' independent learning ability and the improvement of information literacy. ;