Research On Micro-lecture Practice Of Flipped Classroom Teaching In Junior High School Geometry

The plane geometry is an important module in junior high school mathematics,which is also one of the difficulties.After entering junior high school,a considerable number of students can't quickly adapt to the learning style of junior high school geometry,which leads to a certain degree of decline in mathematics performance.What's more,they may reduce or lose interest in the whole junior high school mathematics because of the fear of learning difficulties in geometry mathematics.General experience believes that the main reason is that it is difficult to learn geometry knowledge,for example,the writing of geometry language is more difficult than arithmetic,and the logic of geometry mathematics is more complex.In view of this phenomenon,we put forward the research question: how to use the flipped classroom teaching method to help solve the junior high school geometry learning difficulty? Because the use of flipped classroom teaching can help students rebuild the learning process by teaching and internalizing the reversed knowledge,and then combine with micro class to break up the knowledge points,so as to make students learn geometry mathematics more targeted,and solve the main difficulties of junior high school students.Through two teaching classes as a pilot,a case study is carried out.The main research work of this paper is as follows:(1)Summary and study the research status of the current flip classroom education model.Through the review of literature,in understanding the basic theory of flip classroom and micro classes,after the basic concepts,the existing domestic and foreign flip classroom teaching model is combed and summarized;(2)Investigation before and after experimentation.The research before the experiment is to compare the objective conditions and cognitive views of students in traditional education.Provide an empirical basis for the design of the flip classroom teaching mode.After experimental investigation is to further verify the experimental effects of the inversion class;(3)Constructing the teaching structure of flip class in the geometric mini classes.In the traditional classic flip classroom teaching mode,add a class after class and increase the proportion of teachers' explanation in the class-hours learning phase.The process of teaching in junior high school geometry is detailed,and for the preparation of class before class,class hours study,after class fill the three processes;(4)The teaching effect of flipped classroom in geometry mathematics micro-class is verified through experimental cases.Excluding the impact of unrelated factors,based on the quasi-experimental rules,105 students in two classes are experimental objects,including 52 experimental classes,53 controls.Record the results before and after the experiment,learn the mentality,and speak enthusiasm,and compare.The data results have been integrated with the student's conversation.The final result indicates the effect of mitigating junior high school in junior high school in junior high school.Through the results of the study,it was found that:(1)The way the classroom can improve the difficulty of students in junior high school geometric mathematics learning(2)flip the classroom to learn geometric mathematics,enthusiasm,and cooperation attitudes in junior high school students.In the exploration of theory and practice,it was initially found in the practice of flip class in junior high school geometric mathematics.Practitioners and Theoretical researchers who follow the follow-up class have provided some shallow merits.In particular,it provides an effective basis for the promotion of practical practice in the school in the experimental middle school.