Research On The Application Of Flipped Classroom Teaching Mode In Junior Middle School Mathematical Teaching

With the development of society, the information technology is playing a more and more important role, in March 2012, the Ministry of education in the "Decade of Education Informatization Develoment Plan (2020-2011) ", clearly raise that is conducive to the development of education in our country is facing the opportunities and challenges with the modernization of educate to promote the modernization of education. The combination of information technology and education has aroused people's attention, and many scholar has do much work about it. In the last few years, flipped classroom teaching mode has caused a wave in educational circles, it puts the knowledge teaching after class and makes students writing assignments in the class. That is to say, student learn new knowledge by the teaching video that was made by their teathers before class, and make a good understanding of knowledge by the communication and interaction between teachers and students in the class.Firstly, this paper summarizes the research on the flipped classroom teaching mode in recent years. On the base of a large number of literatures, research background, research significance and research ideas are presented.Secondly, through the questionnaire survey of junior high school mathematics classroom situation, combined with the previous research, trying to build a flipped classroom teaching mode which will be more suitable for our country middle school mathematics teaching. This paper constructs the flipped classroom teaching mode, including the four steps before class, the four steps in the class and the two steps after class, and under the guidance of this mode, we make a two week experiment in a middle school, to test the students' performance, learning situation, mathematics understanding level. According to the experimental data, the flipped classroom teaching mode improve the poor student and secondary students' score, but it make no difference in good students; It is concluded that there exists significant differences between the experimental class and the control class in the learning initiative, class participation, and mathematical learning interest; By comparison, there are no significant differences in the total scores between the experimental class and the control class. On the other hand, in the level of mathematical understanding, there is a significant difference the operation stage and the stage of the process, but there is no significant difference between the object and the stage of the schema.Finally, base on the classroom observation and interview analysis, this paper gives some keys to Improve the problems which appear in the experiment, such as: the higher requirements of teacher's ability, the self study effect before class is poor, the students'learning pressure. However, knowledge module which is more suitable for the flipped classroom teaching is not resolved.