The Practice Research Of The Flipped Classroom Teaching Mode In High School Mathematics Teaching

With the advent of new curriculum reform,the problem of "how to teach","what to teach" and "how to learn" is increasingly prominent for high school mathematics.At present,the traditional teaching model is still the mainstream thoughts of education in China.Most of teachers occupy the dominant of education for a long time,and that means students don't play main roles.Based on the Flipped Class model and its relevant theories,this paper develops the practical research of the Flipped Class model in high school mathematics teaching.First of all,using the literature research method,we understand the origin of the Flipped Class model,world research statuses and development trend in detail.Secondly,in the term of learning situation,develop practical teaching design and implement teaching.Carry out questionnaire survey for students and grasp students' objective cognition about the flipped class model based on the statistical data of a questionnaire;In the end,interview the representatives of the students and obtain students' honest opinion about the Flipped Class model.At the end of the article,the author makes reasonable suggestions on the problems encountered in the research.This article contains the following five parts:The first part is the introduction,which mainly introduces the research background of this paper,the current research status of the Flipped Class,the research content of this paper and the purpose and significance of this research.The basic theory of the Flipped Class is introduced in the second part.We introduce the concept and features of the Flipped Class,and introduce the theoretical foundation and teaching process of the Flipped Class in detail,which provides abundant theoretical basis for this research.The third part investigates the status quo of high school math teaching,makes statistical analysis of the survey data,and summarizes the existing problems of current education.The fourth part is the main part of this paper,the author class under the guidance of relevant theories,the transition to o 'clock high school mathematics compulsory 1 A version in the third quarter of the first chapter "function parity" part as the carrier,writing teaching case teaching design,teaching practice and teaching evaluation,quantitative analysis of the reverse application in ordinary high school mathematics classroom teaching effect.The fifth part is mainly about the teaching evaluation of the flipped classroom teaching case "function parity".Through the questionnaire survey of students and interviews with students and teachers,we can learn about people's views on flipped classroom teaching.Based on previous research,this paper tries to combine the Flipped Class model with the traditional mathematics classroom teaching,summarizes up a set of Flipped Class' s teaching process,which conforms to the mathematics teaching of high school,let more teachers and students understand the new teaching model,and let more high schools apply the proposed model in the practical teaching to improve the classroom's efficiency.At present,there is considerable resistance to implement the Flipped Class model in high school,massively.Firstly,the teachers are tired of making micro videos and work orders;secondly,some students have a relatively poor self-control when they acquire knowledge before class,and they can't finish the task list very well;thirdly,the school and the parents seek quick success and instant benefits,and they can't accept the new teaching model.Only by working together,we can better implement the Flipped Class teaching.The lack of the research is that the number of subjects and control subjects are relatively scarce,which could not represent the actual level of other ordinary high school students,and the conclusion is relatively one-sided.Because the number of experiments is less,the teaching effect of Flipped Class still needs long-term research.