The Application Research Of Flipped Classroom In Mathematics Curriculum In High School Of Liangshan Minority Areas

Due to the influence of the “pyramid” development type of Liangshan minority area’s education, the Mathematics curriculum in high school of this area is still on a low “ gold rush” level in some ways. And the outdated educational idea and the lack of educational resources caused great failure of the Mathematics curriculum in this area. With the development of information technology and the popularization and application in the field of education, it has brought new hope to our education reform, also brought opportunities and challenges to our education in the future. The new education pattern-- flipped classroom, changes the traditional way of learning, changes the relationship between teachers and students in traditional teaching. And it becomes a hot topic of global education quickly, and provides reference for the reform of Liangshan’s national education.After using the literature research, questionnaire survey, action research, case analysis and other research methods and consulting flipped theory research and practice of classroom teaching model at home and abroad, this research designs the flipped teaching model of Mathematics curriculum in high school which is suitable for Liang Shan minority area. Take the third chapter "the expansion of the number system and the introduction of the plural" in high school Mathematics curriculum Ⅰ-Ⅱin Mei Gu High School as an example, the author practices flipped classroom teaching by concrete practice and study and make an organic combination of theory and practice, consequently verifies availability and feasibility of conducting flipped teaching in Liangshan minority area.This essay is divided into five parts. The first part is introduction, elaborates the research background and so on. The second part analyses the ethnic students’ learning methods in high school mathematics curriculum and teaching methods of high school mathematics teacher in national regions through questionnaire statistical analysis. Moreover it ponders the problems existing in the teaching of high school mathematics curriculum in ethnic minority areas, and puts forward countermeasures. The third part, in on the basis of the fully study of the characteristics and theory of flipped classroom teaching mode, the author designs her own flipped classroom teaching method with national characteristics. The fourth part formulates detailed practices, and uses in the teaching practice. The author uses 3.1.1, the first class as the specific case. Through questionnaire survey statistics and case analysis, the author gets the results of the practice. Finally, the author gets conclusion and points out some problems in this study, and prospects the future developments of flipped classroom teaching mode in Liangshan minority area.