Research On Teaching Strategies Of Junior Middle School Mathematics Flipped Classroom

The flipped classroom originated from the continuous teaching experiments carried out in the stage of foreign higher education,and gradually entered the stage of basic education with the deepening of teaching reform.The implementation of flipped classrooms poses new challenges in terms of both teacher information literacy and student autonomy,and may not have achieved the prior effect of implementation.In this study,thirteen junior high school mathematics flipped classroom teaching examples were selected on the online platform,using the classroom observation method,using ITIAS as the observation tool and Flanders interactive analysis software as the technical tool.Based on the teaching mode of flipped classroom,teaching strategy type,preliminary analysis of S-T flipped classroom,and coding system of IETIAS interactive analysis,the analysis framework is constructed.Data analysis data and analysis framework based on the coding table,classroom timeline,migration matrix,and teacher-student interaction ratio formed by each research object.It is concluded that among the pre-lesson preparation strategies,the teacher’s teaching goal setting strategy is knowledge and skills,the teaching video presentation strategy is direct teaching,and the task list setting strategy is hierarchical setting.Among the in-class implementation strategies,the teaching strategy of teachers’ language strategy is question-guided,the questioning strategy is closed questioning,and the reinforcement strategy is direct reinforcement.The student response strategy of the student language strategy is passive response,and the discussion strategy is the group leader leadership style.In the silent strategy,the practice strategy presents an independent inquiry style;In technology applications,the teacher’s technology usage strategy is text intuitive,and the student technology use strategy is practice presentation.Among the after-class evaluation strategies,the teacher’s homework assignment strategy is to consolidate the practice style,and the teacher’s evaluation strategy is online interactive.Based on the current situation of teaching strategies and constructivist mathematics teaching theory,it is found that in the pre-class preparation strategy,there are problems such as weakening emotional attitude,lack of active construction of video content,and insufficient diversification of task list settings,and the strategies of focusing on students’ thinking to determine emotional goals,improving technical literacy and self-made teaching videos,and expanding hierarchical content design multi-task strategies are proposed.In the in-class implementation strategy,teachers’ language strategies have the problems of neglecting diversified innovation in teaching forms,lack of open questions in question types,and negative reinforcement methods,and put forward strategies to guide and actively extend innovative teaching methods,give full play to educational wit to open questions,and pay attention to students’ emotions to promote self-reinforcement.Students’ language strategies have the problems of lack of initiative in response form and neglect of reasonable division of labor in group communication,and strategies to stimulate internal motivation to encourage active response and group role change to achieve a reasonable division of labor are proposed.There is a problem of lack of guidance in classroom practice in the silent strategy,and a strategy to improve observation skills for practice guidance is proposed.In the technology use strategy,there are problems such as the single form of technology application of teachers and the low frequency of technology application of students,and the strategy of carrying out technology teaching and research to achieve multiple applications and developing school-based resources to meet technical needs is proposed.Among the after-class evaluation strategies,there are problems such as neglecting extended homework in after-class exercises and lacking the ability to construct evaluation content,and the strategy of designing extended homework to give full play to students’ initiative and online overall diagnosis to comprehensively evaluate students is proposed.Finally,according to the whole research process,research reflection and prospect are carried out from three aspects: research object,research method and analysis framework.