随着信息技术的快速发展，“互联网+”理念与教育的结合日益深入，时代发展对人才培养也提出了新的要求，创新型人才培育成为各国教育改革的目标指向。已有研究表明，翻转教学能够为创新型人才的培养提供解决思路。由于小学阶段学生的自学能力、自制能力较弱，导致翻转教学在小学阶段的实施陷入困境。知识共享能够帮助学生更好地完成课前的自主学习任务，并且能够帮助教师在实施翻转教学时进行过程性的测评。因此本研究通过对翻转教学的文献调研，初步构建小学阶段语文学科基于知识共享的翻转教学模式，并在逐步的实践中调整优化语文阅读翻转教学的具体授课环节，从而根据知识共享以及学科的特点概括出语文教学中知识共享的基本流程，即：“个性化积累”、“主题式交流”、“多元化感悟”和“综合性输出”（学生在完成个性化积累阶段后，以主题为线索梳理自学内容，并根据教师的引导深入赏析文本，引发学生展开多元化的理解，最后通过外化的方式综合输出学习和思考内容）。 本研究在初步构建“基于知识共享的小学语文翻转教学模式”的基础上，以基于设计的研究方法为指导，对该模式进行三轮迭代与修正的实践。在第一轮实践中，将初步构建的“基于知识共享的翻转教学模式”运用于实际教学中，展开为期六周的教学实践，根据实践过程中的具体实施问题以及授课教师与学科专家的建议，对模式进行简化、修订，提升模式的可操纵性，并将模式中“知识共享”流程修订为四个环节，以符合语文学科的学习思考过程，即为：积累—梳理—感悟—输出。在第二轮实践中，将具体的实施问题与翻转教学理论结合分析，在完善和修订翻转教学授课流程的基础上，增加一课时的翻转教学设计，以提升模式的适切性，使“基于知识共享的小学语文翻转教学模式”更好地符合常规的语文教学从而降低教师实施该模式的难度。在第三轮实践中，通过准实验的方法验证“基于知识共享的小学语文翻转教学模式”的影响效果，实验结果显示该模式能够在不增加学生认知负荷的基础上显著提升小学生语文学科能力，并且能够有效地加深小学生批判性思维的深度，对批判性思维的不同维度都有着积极的影响效果。 研究结果发现，基于知识共享的翻转教学模式能够有效的在小学语文阅读教学中使用，并显著促进学生语文学科能力以及批判性思维的提升。但研究过程中还存在着一些不足：首先，本研究缺少低年段的实践，覆盖语文学科的课型较少，在具体的实践过程中未对知识共享的发生效果予以量化。因此，在未来的研究中，需要延长研究周期，不断修正基于知识共享的翻转教学实施流程，并且探究在保证知识共享充分发生的前提下，基于该实施流程对小学生语文学科能力以及批判性思维的影响效果。

With the rapid development of information technology, the combination of the "Internet +" concept and education has become increasingly deep. Under such a background, new requirements have been put forward for talent cultivation, and studies have shown that flip classroom can provide solutions for the cultivation of innovative talents. However, the implementation of flip classroom in the language subject is less, and because of the lower self-learning ability and self-control ability of the primary school students, the implementation of flip teaching in the primary school stage is in trouble. Knowledge sharing can help students better complete self-learning tasks before class, and can help teachers to conduct procedural assessments when implementing flip-up teaching. Therefore, through the literature research on flip teaching, this study initially constructs a flip teaching mode based on knowledge sharing in the primary school Chinese language subject, and optimizes the specific teaching links of flip teaching in Chinese reading teaching in a step-by-step practice, thus the characteristics of the basic process of knowledge sharing in Chinese teaching are summarized based on knowledge sharing and disciplines, namely, “individualized accumulation”, “structured combing” and “comprehensive output” (after the students completing the stage of personalized accumulation, according to the guidance of the teacher, the scattered knowledge is carried out. And finally students output the learning content through externalization.) In the research process, there were three rounds of iteration and correction based on the knowledge-based flip teaching mode that were carried out through design-based research. In the first round of practice, according to the implementation problems during the six-week trial process and the suggestions of the instructors and subject experts, the flipped classroom model based on knowledge sharing was simplified and revised to make the teaching implementation process easier to operate. The three links of knowledge sharing were revised into four links: “individualized accumulation”, “structured combing”, “diversified sentiment” and “comprehensive creation” to conform to the learning and thinking process of the Chinese subject: combing - perception - output. In the second round of practice, the specific implementation problems and the flip teaching theory were combined and analyzed. On the basis of perfecting and revising the teaching process of the flip teaching, the teaching design of the flipping in the lesson was added to improve the relevance of the model, and made the mode better suited to conventional language teaching, thus reduced the difficulty for teachers to implement the model. In the third round of practice, the quasi-experimental method verified that flipped classroom based on knowledge sharing can significantly promote the reading ability of primary school students, and can effectively enhance the critical thinking depth of primary school students, and have a positive impact on different latitudes of critical thinking. The research results show that flipped classroom model based on knowledge sharing can significantly promote the improvement of students' language ability and critical thinking. However, there are still some shortcomings in the research process. First of all, this study lacks the practice of low-grade period, there are fewer classes covering Chinese language subjects, and the effect of knowledge sharing is not guaranteed in the specific practice. Therefore, in the future research, it is necessary to extend the research cycle, constantly correct the implementation process of flipped classroom model based on knowledge sharing, and explore the impact of the implementation process on the reading ability and critical thinking of primary school students under the premise of ensuring the full occurrence of knowledge sharing.