Research On The Application Of Blended Learning In Junior High School Mathematics Teachin

As the state has repeatedly emphasized the importance of "Internet + education" and the requirements for junior middle school mathematics education reform in the Mathematics Curriculum Standard for Compulsory Education(2011)edition,many front-line teachers have carried out a series of teaching reforms centering on the Internet,which has impacted the traditional teaching mode.Since information technology has the advantages of visualization,vividness and image,providing high-quality teaching resources,timely after-class feedback and guiding students to observe,think,discover,practice and summarize with the full help of information technology "online" is conducive to developing students' core literacy in mathematics.Therefore,to carry out blended learning in junior middle school mathematics teaching has become one of the current research hotspots of mathematics education and teaching.This study sorted out and analyzed the related researches in the field of blended learning by domestic and foreign scholars in recent years and defined the relevant concepts and theoretical basis.In order to analyze the feasibility of X middle school in Y District of S city carrying out hybrid learning,a questionnaire was designed from five dimensions: school information-based teaching configuration,teachers information-based teaching conditions,students' information-based learning conditions,students' math learning status and students' online learning status.According to the investigation,the experimental school has perfect information technology infrastructure,and teachers and students have a positive intention to the blended learning mode,but there are problems that the teaching design is centered on "teaching" and students have a low awareness of independent learning,so we try to apply the blended learning mode to solve the above problems.Then,based on constructivism learning theory,primacy teaching theory and independent learning theory,and drawing on the advantages of traditional teaching and information technology,the blended learning teaching process is designed,which is divided into the following three stages:The first stage is the design of preview before online class.This stage is divided into four steps:The first step is to determine students' online learning objectives;Step 2: Create and upload online learning resources;Step 3: Students learn online;The fourth step,the teacher check the students' learning progress and confusion.The second stage is the design of in-class teaching.This stage is divided into four steps: the first step,basic allocation;The second step,difficult breakthrough;The third step,in-class detection;The fourth step,class summary.The third stage is the design of online after-class feedback.This stage is divided into two aspects: on the one hand,students' feedback to teachers' teaching;On the other hand,teachers' feedback on students' performance in class.Then select the junior high school mathematics textbooks of Zhejiang education edition "quadratic function","basic properties of inequality" and "unitary equation" as teaching cases,the application of hybrid learning in junior high school mathematics teaching carried out a practical research.Through classroom observation method,questionnaire survey method and comparison of students before and after test results analysis of teaching effect,the following conclusions are drawn :(1)hybrid learning improves students' enthusiasm and initiative in learning mathematics;(2)Blended learning improves students' interest in learning mathematics;(3)Blended learning helps students develop good learning habits,and students have the awareness of conducting pre-class preview and timely review consciously;(4)The smooth development of blended learning is inseparable from the home-school synergy;(5)Blended learning is recognized by students.Based on this,from theory to practice,this paper puts forward the application strategy of three-point hybrid learning in junior middle school mathematics teaching :(1)"two-pronged",pay attention to the teaching effect,cultivate the core quality of mathematics;(2)Focus on offline teaching design,pay attention to teacher-student interaction and adapt to students' learning situation;(3)Focus on online preview and review,pay attention to after-class feedback,and cultivate mathematical thinking.