Research On Teaching Practice Of High School Function Based On Reversing Classroom Teaching Mode

It is universally acknowledged that there surely exist differences among students. However, lamination teaching method is difficult to carry out in traditional spoon-feeding-dominant classrooms. As a brand new teaching concept which offers subversion against traditional teaching, the Flipped Classroom made students-centered learning come true, and that meant students could control their own learning process. For high-level students, they could choose over-step learning, while low-level ones had chances to consolidate what they have learnt and seek individual guidance from teachers. Without doubt, the Flipped Classroom not only brought changes to traditional classrooms, but also subverted obsolete teaching concept. To some extent, it promoted individualized teaching in classrooms and comprehensive development of students as well, which benefited cultivation of innovative talents.Function was the core of math in high school teaching and learning, which was also employed in triangle learning, sequence of number and geometry, building a framework for learners. From the view of basic knowledge gaining, traditional teaching method played a positive part. However, when it came to concept understanding and problems solving, things became different. At the cost of large sum of time and energy, students harvested little. If the Flipped Classroom could be employed in the function teaching, cognition of students could be better built up, therefore reducing cognitive load of students and enhancing teaching efficiency.According to a research on function teaching and learning in high school, the paper mainly made an analysis on these issues:a. Function teaching mode in present high school; b. Reasons for difficulties in students’function learning; c. Promotion of the Flipped Classroom on function teaching. Based on the Flipped Classroom, the paper created an instructional design of function teaching.