The so-called flip classroom is mainly to "flip" the traditional teaching process and adopt the form of "learning before class+classroom inquiry". In this mode, students are the main body of learning, and teachers become collaborators and promoters of learning.

Turn over the classroom, take the problem as the guide, and design a new classroom process: self-study before class, self-study attempt; Interact in class, give directions and solve doubts; Summarize and refine, and form a conclusion; Through customs practice and timely feedback; Learn to think and integrate into the system.

Flip classroom is a learning method based on "problem solving", which pays attention to the learning process, attaches importance to the acquisition of learning methods, makes difficulties and doubts explicit, paves the way for the dynamic generation of classroom, increases interactive participation, reduces the marginalization of cooperation, and promotes the implementation of core literacy through learning emotional experience.

Flipping the classroom focuses on increasing the interaction between teachers and students. There is enough interaction time between teachers and students in the classroom, students will ask various questions, and teachers will capture information in time to form solutions, thus promoting teaching and learning.

Flip-over classroom adopts problem-solving learning method, with effective interaction between teachers and students as the main tone, which breaks the traditional "mixed irrigation" teaching of "human irrigation+machine irrigation".

With the help of the advantages of information technology platform, there will be room for development in flipping classrooms. But it is not necessarily omnipotent, and it also has its own limitations. Therefore, in the process of teaching practice, teachers need flexible combination of learning objectives, guidance of learning plan, micro-lesson assistance, group learning, point learning, practice learning, marking learning and feedback learning.

Flip-over classroom subverts the basic paradigm of "in-class teaching+homework" in traditional classroom, and reforms the participants, teaching environment, teaching process, learning methods and evaluation methods of diversified teaching activities. Among them, teachers have changed from professors to organizers, participants and promoters; Students change from passive recipients to active explorers;

The teaching environment has changed from classroom to classroom, multimedia and network platform; The teaching process has changed from in-class teaching+homework to pre-class learning+classroom inquiry; The learning style changes from group learning to independent exploration+collaborative learning; The evaluation mode has changed from paper test to teacher evaluation, self-evaluation and group mutual evaluation.