Research About Mathematics Teaching Practice Based On Flipped Classroom Teaching Model Of Junior Middle School

With development of society, information technology has taken root in every corner of our country, the application of the network also go deep into the country’s households. Development and application of information technology are driving changes of demand for talent, and changes in the demand for talent will inevitably lead to innovative education and teaching. In March 2012 the Ministry of Education in the "Decade of Education Informatization Development Plan (2011-2020)" clearly raise that with education information to promote the modernization of education is beneficial to solve the opportunities and challenges that the development problems of China’s education facing. Facing the new situation of development, traditional teaching has been unable to meet. the development needs of education, education reform must be injected fresh energy. Flipped classroom model is a new education model which combined education and information technology. Students’learning place turned to the family and network from class, namely students learn online materials uploaded by teachers to complete study of knowledge before class; it will become a classroom teacher-student interaction, student interaction and exchange venues. Students learning more in process of these interaction.I try to apply this model to the junior high school mathematics teaching in our country, to examine if this teaching model is better than traditional teaching model in the student’s course views, initiative, participation and evaluation of teaching effectiveness and ability.Considering the differences in education at home and abroad, in this study based on several classic flipped classroom models, combined with concept of flipped classroom, concept of space, constructivist theory, humanistic to build out a more perfect and suitable for junior middle school mathematics teaching flipped classroom model in our country. It contains a center, two main lines and three stages, namely, knowledge itself as the center, the formation process of teachers to teach knowledge and the formation of students’knowledge structure for two main lines, and carry out teaching with three phases of before class, in-classes, after-school.Finally, turning developed feedback evaluation into the entire process of flipped classroom. And practice it in teaching. In practice, by observing the students’ interaction and performance in class, investing students view of two patterns before and after teaching, interviewing teachers to flip the classroom opinion and the suggestion with questionnaires, get reflect flipped classroom teaching model advantages and shortcomings of the effect of information.Then, using data analysis software SPSS 13.0 to examine reliability of questionnaire first, draw a conclusion of that pre-test questionnaire have much higher reliability (Cronbach’s Alpha =0.832> 0.6), post-test questionnaire also have high reliability (Cronbach’s Alpha=0.851> 0.6). Later proceed with questionnaire frequency analysis between front and later, independent samples T-test analysis and ANOVA. Ultimately, flipped classroom model has a very significant difference (P= Sig.= 0.000<0.01) compared with traditional teaching model. Boys have a very significant difference (P=Sig.= 0.000<0.01) for two overall cognitive teaching models. And girls have a very significant difference for overall perception of two teaching model (P= Sig.= 0.000<0.01). Compared with the traditional model, Flipped teaching model can improve students’ course views, initiative, participation and teaching effectiveness and evaluation. As for the results of interviews with teachers, we mainly draw by subjective analysis methods.Finally, this pattern exits some shortcomings, such as:student having too much pressure in learning task, learning needing to be monitored outside school and other issues need to be optimized and improved But some of videos resources are too fragmented and has not yet developed specific quantitative evaluation of feedback and other issues are not specific solutions yet.This study to construct localization flipped classroom model of thoughts, flip the overview of the classroom teaching implementation process and flip the conclusion of the effect of flipped classroom practice, provide reference of future flipped classroom for researchers, provide specific advice and the concrete reference standard for first-line teachers to carry out and apply flipped classroom. In addition, also indirectly corrected the students’ perceptions for learning environment that learn there is no limited by region.