An Empirical Study Of “Flipped Classroom” Teaching Strategy In Mathematics Classroom Of Primary School

Compulsory Education in Mathematics Curriculum Standard(2011 version) put forward that the mathematics curriculum shall be devoted to achieving the cultivating objectives in the compulsory education stage aiming at all the students and adapting to their needs of personality development to guarantee that everyone can obtain good mathematics education with different developments. The “flipped classroom” advocates the learning initiative &individuation and promotes the teaching guidance & classroom teacher-student interaction.The teaching principle behind the “flipped classroom” is consistent with the curriculum reform concept. At present, the “flipped classroom” teaching practice has not formed systematic research system. However, in the elementary education stage, the implementation and application of “flipped classroom” of primary mathematics are confronted with many problems due to the restriction of primacy mathematics’ discipline characteristic and students’ psychological characteristics etc. Therefore, this paper studied the primary “flipped classroom” teaching strategy to provide certain reference for enhancing its effectiveness of implementation and improving the primary mathematics classroom teaching in China.Based on constructivism learning theory, humanistic learning theory and mastery learning theory, this paper conducted the research aiming at the below problems: one, the literature research method was adopted to conclude and discussed the current research status of “flipped classroom” at home and abroad as well as its application in the primary mathematics teaching. Further, this paper analyzed and defined the core concepts such as“flipped classroom”and “micro-lecture”etc. Two, based on the primary students’ mathematics learning characteristics and primary mathematics’ s discipline characteristics, this paper started from the concept and research status of “flipped classroom” to construct the teaching strategy of primary mathematics “flipped classroom”, form “close-loop” operation framework and analyze the specific implementation strategy and some problems from pre-class guidance learning to classroom interaction by combing the classroom teaching observation and a large number of researches on the micro-video and classroom teaching video. Three, the experimental method was adopted to apply the constructed primary mathematics “flipped classroom” teaching strategy into the teaching practice for verification. It was proved through the comparative analysis between experimental class and control class that the “flipped classroom” teaching strategy is feasible, which can improve students’ learning efficiency. This paper constructed the strategy framework concerning the application of “flipped classroom”in the primary mathematics classroom and then conducted the practical verification. Thespecific conclusions were as follows: one, the teacher-student preparation strategy provides realistic foundation for the pre-class guiding strategy and improves the effectiveness of pre-class guidance learning; two, the pre-class guiding strategy provides students with independent learning resources & environment and improves the independent learning interests; three, the self-study link achieves the personalized independent learning and cultivates good independent learning habits; four, the timely feedback of independent learning provides implement foundation for the classroom teaching and improves the pertinence of classroom teaching; five, the classroom interactive teaching achieves the equal “conversation”between teacher and student and promotes the life-oriented mathematical knowledge.This paper took the theory as the guidance and practice as the verification to provide feasible “flipped classroom” teaching strategy operation framework for the front-line primary mathematics teachers and offer theoretical and practical foundation for “flipped classroom”entering into the primary mathematics classroom.