Abstract Through comparing the learning objectives and instructional processes between flipped classroom and traditional classroom, this paper elaborated the instructional design and practice process of flipped classroom teaching of "primary cell", including forming basic concepts through autonomous learning based on micro video and learning sheet before class, internalizing important concepts by solving problems in class and understanding the value of primary cells through open questions after class. The results of the practice showed that the flipped classroom teaching of "primary cell" was valid and beneficial to promote the development of students, and was superior to the traditional instruction to some extent.
REN Hong-Yan, HUANG Yu. Flipped Classroom Instruction of “Primary Cell” in General Chemistry[J]. Chinese Journal of Chemical Education, 2017, 38(4): 26-29.