From Teacher-Centered to Student-Centered: An Inquiry into the Implementation Challenges of China's Primary School Flipped Classroom Model

This paper takes the practice of flipped classrooms in primary schools in China as the research subject, combining constructivist learning theory with empirical cases to systematically analyze core challenges faced during teachers' role transformation, such as cognitive inertia, technological adaptation, and reconstruction of evaluation systems. By comparing classroom observation data from six primary schools in Beijing, Shanghai, and Guangzhou, this study reveals the deep-seated conflicts between traditional teaching paradigms and information-based teaching models. It proposes localized solutions including a "dual-track" teacher training system, stratified task design, and dynamic evaluation mechanisms, providing theoretical references for educational digital transformation in developing countries worldwide.