Research On The Effectiveness Of Mathematics Students In The Classroom

Flipped classroom teaching model is a new teaching model originated in the United States, despite flipped classroom teaching model in China is not yet universal, but in recent years much attention flipped classroom teaching mode in China, especially in the rapid development of computer technology today, the popularity of the network under the background of teaching, teaching video can make abstract teaching content visualization, enabling teaching content boring interesting, can improve students' interest in learning, conducive to the full realization of the teaching process in the dominant position of teachers. But in the flipped classroom implementation process, there are also some problems, that is, mathematics secondary students and poor students in learning flipped classroom teaching model effectiveness significantly improved, but the effectiveness of learning mathematics honors improvement is not particularly obvious, and knowledge online for very little research in this area. Thus, under the flipped classroom learning effectiveness of mathematical excellence it is a very worthy of research.Research on this subject is: through all aspects of performance under investigation flipped classroom high school math teachers and math honors, honors high school math found in the flipped classroom problems identify the impact of high school mathematics classroom under flip top student learning effectiveness factors, combined with high school students age characteristics, psychological characteristics, given the appropriate teaching approaches and concrete steps, and teaching cases so flipped classroom under the influence of three-pronged education to maximize the effectiveness of it.Through questionnaires and interviews and other research methods to Changle one of 16 teachers and 204 students conducted research, analysis survey results obtained in middle school mathematics honors there are several problems in the flipped classroom teaching modes: in flipped classroom teaching of mathematics at secondary students, poor students learning effectiveness significantly improved, but at the same time the effectiveness of learning mathematics honors despite increased but not significantly improve. According to this problem is to analyze the results of questionnaires and interviews.From the results of the analysis are summarized flip reason classroom math learning effectiveness is not high honors are: Excellence in Mathematics under the flipped classroom learning attitude no mathematical Average- Poor Students optimistic, flipped classroom itself has advantages and characteristics more suitable for long-term students development and subsequent learning and development use, mathematical excellence in the traditional classroom learning and flipped classroom teaching does not apply mode before class learning phase mathematical excellence ways of tackling problems and ways to communicate with teachers to improve learning effectiveness not help big, all aspects of ability of teachers need to be further improved, mathematics honors parents for their children too confident in the learning phase before class students did not play a guiding, monitoring, and teaching techniques lack of humanity, and so on.For the above reasons, combined with the high school students' cognitive characteristics and the flipped classroom, this paper gives the corresponding strategies: improving mathematical excellence in the flipped classroom learning attitude, improve student learning, a correct understanding of the flipped classroom flipped classroom the role of more reflected in the long-term development of students rather than relying solely on immediate results qualitatively, under flipped classroom teachers to keep learning direct and indirect learning constantly updated educational philosophy to improve all aspects of ability, learning phase before class parents want to students fully accountable for student learning to provide guidance and feedback to student learning teachers, technical teaching to be further humanized. And to put forward concrete classroom teachers specific requirements: design teacher's role changes, reallocation of classroom time, students change roles, classroom content.