A Study On The Application Of BOPPPS Teaching Model In Middle School Mathematics Under The Information Technology Environment

With the support of national policies,education informationization is developing rapidly and the teaching mode has changed.This requires updating the traditional teaching mode.Seen from the relevant national education documents,the integration of information technology and mathematics curriculum is an important direction of the current reform of basic mathematics education,and the development of China’s education informationization has shifted from the beginning to integration and innovation.In the information technology environment,basic education has also ushered in a big change,actively exploring diversified teaching models.The BOPPPS teaching model,which has been explored by academics for many years,provides a teaching framework with a strong structure to improve the efficiency of classroom teaching,and the industry has a more unified understanding.The combination of modern information technology and BOPPPS teaching mode into the mathematics curriculum enriches the presentation of teaching resources,improves the implementation methods and strategies of junior middle school mathematics classroom teaching,changes the traditional education concept,reforms the traditional classroom,and promotes the reform of junior middle school mathematics.This study adopts the research methods of literature research method,questionnaire survey method,classroom observation method,and comparative experiment method to develop the research on the application of BOPPPS teaching mode of middle school mathematics under the information technology environment.Firstly,through the literature research method and reviewing relevant domestic and foreign literature,we clarify the research background,research significance,definition of relevant terms and relevant theoretical basis,as well as the current situation of research on BOPPPS teaching mode at home and abroad and the current situation of application of information technology in junior middle school mathematics curriculum,so as to determine the purpose of this study,research ideas and research methods,and lay the foundation for this study.Secondly,questionnaire survey method is also conducted to investigate and analyze the current situation of the application of BOPPPS teaching mode in junior middle school mathematics teaching under the information technology environment.It mainly focuses on three aspects:the understanding and use of BOPPPS teaching mode by junior middle school teachers and students in mathematics teaching,the construction and use of information technology equipment in school.The survey has found that:(1)Students have positive attitudes toward the four aspects of BOPPPS teaching model: "introduction","objectives","participatory learning" and "summary",while they were not very willing to take the "pre-test" and "post-test".This reveals that the author should design and organize the pre-test and post-test carefully in the teaching design and implementation.(2)Most of the middle school mathematics teachers who participated in the interviews had limited or no knowledge of the BOPPPS model,and they had less knowledge of new teaching theories.Usually,in the teaching process,they are less likely to organize pre-tests and demonstrate learning objectives.(3)Most of the teachers believed that it was feasible to use the BOPPPS teaching model for junior middle school mathematics teaching in the information technology environment.This provides a reference for the subsequent design of the information technology-based BOPPPS teaching mode for teaching middle school mathematics courses;then,the junior high school mathematics "Geometry Preliminary" of "three-dimensional and plane figures"(I)and(II)were selected as teaching topics,and the experimental and control groups were set up through the comparative experimental method and classroom observation method to conduct a pair study on the following three questions: How to integrate information technology into BOPPPS teaching mode adequately,appropriately and reasonably? How to design,implement,and evaluate BOPPPS teaching in middle school mathematics in the information technology environment? What are the learning effects of the BOPPPS teaching model of middle school mathematics in the information technology environment? Finally,the teaching implementation results of the experimental and control groups were analyzed through classroom observations,satisfaction surveys and test questions,so as to identify the problems in the study and propose strategies to deal with them.The results showed that the experimental group outperformed the control group,which showed that the BOPPPS teaching mode in the IT environment had a certain improvement effect on students’ participation,emotional attitude,and knowledge acquisition in the middle school mathematics course.However,there are also problems such as "students’ excessive participation and teachers’ poor control of classroom time" and "teachers’ lack of awareness of independent learning of information technology and underutilization of IT resources".In response to the new problems that emerged in the study,five strategies were proposed:(1)BOPPPS teaching sessions should be reasonably reorganized to generate flexible teaching processes and effectively complete teaching activities;(2)Make full use of information technology tools to improve the teaching evaluation process;(3)Information technology research and training need to be implemented to enhance the effectiveness of teaching training;(4)Build a teaching resource library based on our teaching reality;(5)Make good use of the national smart education platform for primary and secondary schools.And for junior middle school mathematics teachers who have weak information technology application skills and have difficulty supporting the efficient implementation of the BOPPPS teaching model,a targeted training schedule for junior middle school mathematics teachers’ information technology application skills was developed with reference to the guidelines for assessing the information technology application skills of primary and secondary school teachers.Although this study has achieved certain results,the following shortcomings still exist for various reasons:(1)Because of the short internship time and limited experience,the details of the application of the BOPPPS teaching mode in the actual teaching process of middle school mathematics under the information technology environment were not fully presented;(2)The sample size was small,and only two classes of one grade in one school were selected for the comparison experiment,which led to the research results one-sided;(3)The current research on the application of BOPPPS teaching model is increasing year by year,but there is less research on BOPPPS teaching model in the field of junior middle school mathematics,which leads to the lack of references.