Nowadays, it has entered into a modern era with the rapid development of the Multi-Media, computer and Internet. At the same time, some concepts of school education including teaching, learning and views on teachers’ ideas, as well as the education target and education process have changed greatly. Among them, the most representative one is the reform of the teaching mode, of which flipped classroom education has become the focus to meet the needs of this century. Besides, in order to comply with the trend of development of the curriculum reform, our country requires teachers to cultivate students’ autonomous learning ability. Therefore, the direction of this research is whether the flipped classroom teaching mode can promote the high school students’ mathematics autonomous learning ability.In this paper, basing on the literature research and the questionnaire survey, analyzing the characteristics and advantages of flipped classroom situation in senior high school students’ mathematics autonomous learning ability, and exploring more effective teaching method to improve senior high school students’ mathematics autonomous learning ability with a comparison to the effect of traditional classroom teaching on senior high school students’ mathematics autonomous learning ability, we can give teachers advice in improving students’ mathematics learning ability. And the following conclusions are obtained by analyzing the questionnaire.1. The development trend of all high school students’ mathematics autonomous learning abilityAll high school students’ mathematics autonomous learning ability is on the rise from grade one to grade two.2. The development trend of the students’ mathematics autonomous learning ability in flipped classroom teaching modeThe students’ mathematics autonomous learning ability is on the rise from grade one to grade two in flipped classroom teaching mode.3. The comparison of these two teaching modesThe result shows that the grade one students’ mathematics autonomous learning ability in the flipped classroom teaching mode is lower than that in the traditional classroom teaching mode, and the students’ mathematics autonomous learning ability in the flipped classroom teaching mode is unbalanced; on the contrary, the grade two students’ mathematics autonomous learning ability in the flipped classroom teaching mode is higher than that in the traditional classroom teaching mode.4. The comparison on each dimension of the two teaching modes(1) In the dimension of learning motivation, the result shows that the grade one students’ mathematics autonomous learning ability in the flipped classroom teaching mode is lower than that in the traditional classroom teaching mode, and the students’ mathematics autonomous learning ability in the flipped classroom teaching mode is unbalanced; on the contrary, the grade two students’ mathematics autonomous learning ability in the flipped classroom teaching mode is higher than that in the traditional classroom teaching mode.(2) In the dimension of learning content, the result shows that the grade one students’ mathematics autonomous learning ability in the flipped classroom teaching mode is lower than that in the traditional classroom teaching mode, and the students’ mathematics autonomous learning ability in the flipped classroom teaching mode is unbalanced; on the contrary, the grade two students’ mathematics autonomous learning ability in the flipped classroom teaching mode is higher than that in the traditional classroom teaching mode.(3) In the dimension of learning method, the result shows that the grade one students’ mathematics autonomous learning ability in the flipped classroom teaching mode is lower than that in the traditional classroom teaching mode, and the students’ mathematics autonomous learning ability in the flipped classroom teaching mode is unbalanced; on the contrary, the grade two students’ mathematics autonomous learning ability in the flipped classroom teaching mode is higher than that in the traditional classroom teaching mode.(4) In the dimension of learning time, the result shows that the grade one students’ mathematics autonomous learning ability in the flipped classroom teaching mode is lower than that in the traditional classroom teaching mode; on the contrary, the grade two students’ mathematics autonomous learning ability in the flipped classroom teaching mode is higher than that in the traditional classroom teaching mode.(5) In the dimension of learning process, the result shows that the grade one students’ mathematics autonomous learning ability in the flipped classroom teaching mode is lower than that in the traditional classroom teaching mode, and the students’ mathematics autonomous learning ability in the flipped classroom teaching mode is unbalanced; on the contrary, the grade two students’ mathematics autonomous learning ability in the flipped classroom teaching mode is higher than that in the traditional classroom teaching mode.(6) In the dimension of learning outcomes, the result shows that the grade one students’ mathematics autonomous learning ability in the flipped classroom teaching mode is lower than that in the traditional classroom teaching mode, and the students’ mathematics autonomous learning ability in the flipped classroom teaching mode is unbalanced; on the contrary, the grade two students’ mathematics autonomous learning ability in the flipped classroom teaching mode is higher than that in the traditional classroom teaching mode.(7) In the dimension of learning environment, the result shows that the grade one students’ mathematics autonomous learning ability in the flipped classroom teaching mode is lower than that in the traditional classroom teaching mode, and the students’ mathematics autonomous learning ability in the flipped classroom teaching mode is unbalanced; on the contrary, the grade two students’ mathematics autonomous learning ability in the flipped classroom teaching mode is higher than that in the traditional classroom teaching mode. |