Research On High School Mathematics Teaching Strategy Based On Flip Classroom

With the implementation of the new curriculum reform,the new mathematics curriculum standards issued in 2017 pay more and more attention to "student-oriented" and "innovation".function is a very important basic knowledge of mathematics high school,function will accompany students throughout high school life,and function knowledge is very flexible,so high school students will have some difficulties to understand,or understand only stay on the surface of knowledge,students in the learning function is usually conformist,lack of innovation.So there are a lot of problems for students in learning functions.In recent years,flip classroom has attracted much attention,flip classroom can effectively solve the widespread lack of autonomy of high school students,but also meet the new curriculum standards to student-oriented requirements.The main purpose of this paper is to explore the strategy of function teaching under flip classroom thought,so the main object of this study is the problems existing in the function teaching.Firstly,the research status of this kind of problem is understood by literature method,and secondly,the students and teachers of Yanji first senior middle School are taken as examples,and the status quo of function teaching is investigated by means of questionnaire survey,observation method and interview method.Summarize the investigation results,analyze the results,draw the corresponding conclusions,and then give the corresponding teaching strategies according to the conclusions.The survey found the following problems:First,students do not have a thorough grasp of the basic knowledge of the function,the function of the method of thinking does not have a good grasp;second,when teachers do not give pre-class learning materials,students will not be self-preview,let alone the knowledge of independent exploration;third,students' classroom participation is not high Few students can put forward their own opinions,does not fully reflect the learner's main position.?.teachers use teaching methods in the classroom relatively single,can not fully mobilize learners to learn interest.Aiming at the problem of investigation,the corresponding strategy to solve the problem is given.First of all,the following strategies are given for teaching objectives:the formulation of teaching objectives should be formulated from the pre-class learning goals,classroom teaching objectives and after-school reflection on teaching objectives.Secondly,the teacher has given the strategy to prepare the pre-class learning data:the prepared data attention and the actual life connection,enhances the student interest,guides the student to think deeply to the function knowledge.Let students use functions as much as possible to solve problems,but also pay attention to the length and difficulty of students' learning materials.Then,the corresponding strategies are given for the teaching process in the classroom:In the course of teaching,teachers should penetrate the thought method to the students at the same time,the teachers should apply modern educational technology appropriately in the classroom,and transforn the knowledge from the abstract function knowledge into concrete.Classroom Multi-Design students if you discuss the process of inquiry on your own.Finally,from the perpective of after-school reflection to give the corresponding strategy:teachers should be from many angles to evaluate students,teachers should be based on the specific situation of students to give the corresponding reward and punishment system.Finally,the power function is given as an example to give the teaching design.The puipose of this paper is to find out the problems existing in function teaching through investigation,and then to provide problem-solving strategies by using flip classroom mode according to practical problems.The innovation of this paper lies in the strategy of solving the problem according to the specific problems of students and drawing on the idea of flipping classroom teaching.