High School Mathematics Teaching Design And Practice Research Under The Flipping Classroom Teaching Model

As a new teaching model,the flipping classroom has emerged as a combination of the requirements of mathematics education retable in the high school in China under the environment of informationization and big data.It breaks through the limitations of the traditional class teaching system and breaks the time and space restrictions.It is a dualsubject model that realizes self-study before class,interaction in class,collaborative innovation,internalization of knowledge,individualized teaching,outstanding student autonomy,and teacher-led.Fully mobilized the autonomy and enthusiasm of students' learning.For high school mathematics disciplines,how to innovate and design flip classrooms,and to develop personalized teaching under this model to improve students' autonomy is a hot issue in current research.Based on extensive reading and analysis of relevant references at home and abroad,this study studies the flipping classroom teaching design of high school mathematics on the basis of five theories,including Learning cycle,Mastery learning and Cooperative learning.Secondly,aiming at the current situation of flipping classroom teaching design and mathematics teaching,a middle school in Taizhou city,Jiangsu province is investigated and data analyzed.The causes of the problems found in the investigation are analyzed,the author puts forward four basic principles of mathematics flip classroom teaching design,combs the ideas of flipping classroom teaching design,and combines the functions of function?geometry and algebra in the content of high school mathematics curriculum to construct the basic model of high school mathematics flip classroom teaching design: "two analysis-two design-four steps",and design the micro-course video and self-study task list.At the same time,the teaching practice of the conic curve and the equation in the teaching material is carried out.The independent T-test is used to pre-test the practice class.In the class with no significant difference between the two overall mathematics levels,a class is randomly selected to use the flip classroom teaching,the other class is still taught using traditional instructional design.After the teaching process,the unit test scores are tested by independent T-test,and a questionnaire survey is conducted to generate a summary and reflection on the teaching practice.The results show that the application of the flipping classroom in the high school mathematics discipline can fully reflect the teacher's dominance and the student's subjectivity;it is conducive to improving students' ability to collaboratively innovate,analyze problems and solve problems;in the process of learning,students' learning interest is enhanced,the motivation for learning is strengthened,and personalized teaching is reflected.However,it is also necessary to innovate through the teaching management mechanism,enhance students' self-control,carefully assign team members,and maintain a good classroom atmosphere,thus ensuring that the flipping classroom can bring better teaching results.The conclusions obtained by this study provide a practical basis for combining the theory of flipping classrooms with the reality of mathematics teaching in the future.