Experimental Research On Flipped Classroom Of Primary Schoool Mathematics In The Perspective Of “Teaching For Understanding”

At present, with the rapid development of curriculum reform and the further promotion of information technology, mathematics, as an important basis course for talents training, is calling for teaching innovation. The emergence of flipped classroom has added vitality for teaching innovation, but due to the lack of guidance of curriculum ideology and educational ideas, it cannot be carried out in-depth. In the real education context, understanding is the eternal pursuit of people. Whether it is in mathematics curriculum or flipped classroom, teaching for understanding should be putting up front.However, in actual teaching, due to the limitations of time and space, mathematics class is still teacher-centered, lacking of teaching context and interaction, ignoring the subject characteristics of mathematics and students’ physical and psychological characteristics, teaching processes are often hastily concluded, not deeply into the application and research level, teachers’ initiative and students’ enthusiasm are seriously lagging behind, it is difficult to meet the high demand for the basic requirements of curriculum standards and talents training. Accordingly, this study targets on the present status of mathematics teaching in primary school, combining the teaching form of flipped classroom, making a research on how education promotes students’ understanding, using the methods combing theoretical and experimental research. According to the Backward Design put forward by Grant Wiggins and Jay Mc Tighe as well as the converse understanding teaching basic pattern proposed by Professor Chen Ming-xuan, this research constructs the flipped classroom teaching theoretical framework in the perspective of Teaching for Understanding, which is “Determining the content of teaching which is focused on understanding; optimizing the flipped classroom teaching process for promoting understanding; creating generative question situation for initiating understanding; showing students’ prior understanding before teaching; organizing teaching activities for strengthening understanding and developing ongoing multivariate access to boosting understanding ”, proposing that the teaching strategies should be “flipping the process of teaching and learning, guiding self-understanding; flipping the order of learning and doing, making students seek help for understanding; flipping classroom organization and making interactional understanding; resources presented in time, helping supplementary understanding; flipping tasks in an off class, continue to promote understanding; flipping evaluation methods for teachers and students to achieve understanding together”, and thus designed the experimental program and courses, select the experimental classes and control classes to carry out experimental study, in order to verify the validity of the theoretical framework and teaching strategies.Through experimental study we found that carrying out flipped classroom in the primary school mathematics class in the perspective of teaching for understanding can help to achieve the goal to promote understanding. Through data analysis, flipped classroom in the perspective of teaching for understanding can improve students’ interest in mathematics and enhance learning motivation for mathematics; in the terms of mathematics learning and understanding level, the experimental class is obviously better than control class, particularly it influenced and enhanced the "still need efforts" group of students of the experimental class most; students in the experimental class can flexibly transfer and apply, combining the different situations and requirements to carry on the reasonable analysis and creation; flipped classroom in the perspective of teaching for understanding can reduce the cognitive load of students, but not significantly. Through the teaching experiment, teachers and students are aware of understanding brings the overall improvement of knowledge, skills and the way of thinking, put a higher demand for personalized teaching and learning, and then make a summary and reflection of flipped classroom.