Abstract: Flipped classroom is the product of the deep integration of information technology and education and teaching. At present, the way of improving teaching satisfaction of the flipped practical training classroom is not clear, which leads to a limited effect during the application of flipped classroom in practical training courses. This paper take the comprehensive logistics training class as an example, research on the application of flipped classroom in the comprehensive training course by using an empirical approach. The results show that the students independent learning, classroom interaction and mutual evaluation, learning attitude and learning motivation have a positive effect on the satisfaction of flipped training classroom, and the satisfaction of boys is higher than that of girls; boys'independent learning adaptability and learning attitude are better than that of girls. Finally, according to the analysis results, suggestions are given for the improvement path of teaching satisfaction of flipped practical training classroom. The research results enrich the theoretical content of the research on teaching reform of practical training courses in application-oriented undergraduate universities, and provide theoretical support for the improvement of the students'satisfaction of flipped practical training classroom teaching.

Key words: Flipped classroom, Practical training course, Teaching satisfaction, Influencing factors, Logistics comprehensive experiment and practical training, Teaching reform