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As an emerging education concept and teaching form, the theme-based flipped teaching model has optimized the teaching structure of traditional classroom and realized the subversion of the current traditional teaching model, which has not only provided individualized teaching model for teachers' teaching, but also opened up new ideas of teaching reform for teachers. Furthermore it has provided individualized and in-depth learning inquisition and thinking space for students and stimulated students' enthusiasm for active learning, which is conducive to cultivating students' innovative thinking and critical thinking. Based on that, this paper has analyzed the bottleneck faced by the model of flipped teaching after exploring the Theme-based Flipped Teaching Model and its teaching practice significance, and then put forward the development countermeasures for Theme-based Flipped Teaching Model. Ten-year Development Plan of Educational Informatization(2011-2020) points that, ‘the development of educational informatization should take the education's concept innovation as the guide, take the high-quality education resources and the information-based learning environment as the basis and take the learning style and educational model innovation as the core’, from which, we can know the high attention that China has paid to education innovation. The flipped teaching, based on information-based educational technology, exactly conforms to the requirements of education planning, besides, as one emerging education concept and teaching form, while it provides the personalized teaching mode for teachers, it provides students with the personalized and in-depth learning inquisition and thinking space. Theme-based Flipped Teaching Model and Its Teaching Practice Significance Theme-based Flipped Teaching Model is to design and divide the professional knowledge or course knowledge according to the thematic content and the content of knowledge will not be organized and presented in its own knowledge system and structure in the domain of traditional and single course knowledge, but divided into thematic units according to the knowledge system, furthermore, a number of theme-based projects and tasks will form within the thematic units. Teachers take a series of thematic units as the main line and the theme-based tasks and projects as the carriers in the process of flipped teaching, besides, the design of teaching activities and the organization of teaching resources are developed always surrounding the theme and in the study course, in the learning process, students take the independent learning, in-class collaborative interaction and mastering as well as the internalization of knowledge according to the provided targeted thematic projects. The Ministry of Education has clearly put forward in the Ten-year Development Plan of Educational Informatization(2011-2020) that the development task of cultivating students’ learning ability in the environment of informatization, promoting the integration of information technology and education depth and innovating the model of talents cultivation. The former refers to improving students’ ability of raising questions, analyzing problems and solving problems in the network environment. The latter refers to speeding up the digital transformation of course and specialties, innovating information-based teaching and learning pattern, enhancing the personalized interactive teaching level, innovating talents training model and improving the quality of talents cultivation. 2017 International Conference on Advanced Education, Psychology and Sports Science (AEPSS 2017) Copyright © (2017) Francis Academic Press , UK 234 Therefore, it is of great practical significance to carry on the exploration and research of theme-based flipped teaching in the process of teaching practice. Self-directed learning ability is not only the important education goal for educators, but also the important condition and way for students to acquire knowledge and develop skills. The advantage of theme-based flipped teaching model lies in that, through setting thematic projects for students, it can encourage students to discover and explore problems requiring cognition purposefully, reconstruct the information they obtained to form the divergent thinking knowledge, and then promote students to explore actively the tasks or problems needing to be solved in many ways and perspectives, to think positively with knowledge boundaries, to internalize knowledge, and thus to enhance cognition and thinking. Meanwhile, there are more time and deeper substantive issues in the class for students to discuss with teachers and other students, besides, in the process of problem study, thinking, discussing and solving, turn the knowledge learning into the meaningful and constructive activity filled with inner driving forces. In the process of knowledge thinking, problem exploration and turning the theme-based knowledge into personal knowledge, the theme-based flipped teaching constructs its own understanding framework of knowledge and reconstructs the knowledge system and then the students not only learn the knowledge, but also learn to learn, thus, they can improve their lifelong learning ability and development ability. Bottleneck Faced by Theme-based Flipped Teaching Model Theme-based task design takes the professional teaching content as the fundamental and divides the teaching content into several thematic modules, besides, it develops with real task or projects around the theme and its topics, apart from these, it covers a variety of learning activities, which can promote students’ multiple intelligence development, meanwhile, it is also the integral course, which is a supplement to the one-subject course, besides, it disrupts the content and order of the total teaching materials and carries out the reform of the traditional class. However, for the designer of the subject unit, it is difficult to carry out the theme-based task design, because the teachers must have a general cognition, understanding and master of the professional connotation and course knowledge, meanwhile, they also should have a deep study of the professional trend, only after the comprehensive research and thoughtful thinking, can they design the suitable theme-based task. Concept decides behavior. In the traditional education environment, many teachers have already developed a whole set of professional skills and formed a fixed teaching paradigm and habit. To achieve the flipped classroom, it is necessary to break the balance between ourselves and the education environment, so that to place yourselves in a new and uncertain state, which brings a great challenge to the teacher's education concept and teaching skills, and the teachers need great courage to carry out the reversal concept, theory deepening and reform innovation. Teachers usually do not want to ‘renew’ their ‘life’ if they do not have firm reform faith as the support. For the theme-based flipped teaching, teachers’ professional competence and information literacy are the key factors to the success of teaching. The making of education related videos, design of theme related activities, organization and implementation of teaching and the process management are the challenges for teachers' professional ability and technical ability while carrying out the theme-based flipped teaching. In order to meet the needs of students' independent learning, teachers should design the theme-based task, decompose theme-based task, make relevant thematic study video and build a perfect network learning support system according to the requirement of talents cultivation. At the same time, the teachers should also communicate with students and monitor their learning through various interactive tools, besides, the guidance and control of the discussion and communication in classroom is the double test of teachers' wisdom and skills, furthermore, it also puts forward higher requirement for teachers' professional ability, especially under the situation that students have made a adequate preparation, the students will raise various relevant questions or assumption in the class, therefore, the teacher should make identification and guidance and also answer the questions effectively. That requires that the teachers should not only have the solid professional knowledge and extensive interdisciplinary knowledge, but also have a keen ability of thinking. Of course, some problems can realize the mutual compensation to some

Study of the Bottleneck Faced by the Theme-based Flipped Teaching Model and its Countermeasures