The teaching in the new media era highlights the information and personalization characteris-tics .The flipped classroom as the development of the traditional classroom solves the contradiction be-tween the common teaching and students′personalized cognition in the classroom teaching.According to the characteristic of nonlinear learning in the flipped classroom,the paper sorted out teaching activi-ties and their key support systematically from the levels of macro,meso and micro,and proposed opti-mization strategies of teaching design from three stages of knowledge instruction before class,knowl-edge internalization in class,and testing and evaluation after class respectively.Referring to the flipped classroom′s typical practice home and abroad,it pointed out the development dilemma that the support service system remains to be improved,the appropriate conditions and application environ-ment of the flipped classroom need to be promoted and the knowledge course group is difficult to be constructed.To promote the flipped classroom construction and to improve the teaching effectiveness, it is necessary to set up the new education idea,to improve teachers′professional ability,to enhance students′capability of independent learning,to improve teaching facilities,to perfect the teaching e-valuation,and to strengthen the construction of integrated management of the flipped classroom.%新媒体时代的教学凸显信息化与个性化特征，作为传统课堂发展的翻转课堂解决了班级制教学的共性化教学与学生个性化认知的矛盾。文章结合翻转课堂非线性学习的教学特征，从宏观、中观、微观三个层面系统梳理教学活动及其关键支撑，分别就课前知识传授、课中知识内化、课后检验评价三个阶段提出教学设计优化策略，并借鉴国内外翻转课堂典型实践，归纳了支持服务系统亟待健全、翻转课堂适用条件与环境尚需完善、知识课程群建构困难等发展困境，提出要推进翻转课堂建设应树立新型教育理念、提高教师专业能力、提升学生自主性学习能力、完善教学设施、健全教学评价体系、加强翻转课堂建设综合管理，以提高教学效果。
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