Research On Mathematics Flipped Classroom Model Based On Big Data Technology In Junior Middle School

With the development and innovation of information and communication technology,human society began to enter the era of big data.We can perceive and record larger scale and more types of data.Then we can analyze and process these data to dig deeper into their internal information and core value.As the next resource of human world,big data technology is driving the development of different fields.The huge impact of big-data technology on education is drawing people's attention.By bringing new technology and approaches into class,big-data technology has dramatically deepened the teaching reform.Using the memory,analysis and visualization functions of big data technology,people can make rapid,accurate and targeted processing of large amounts of information of classroom teaching,all of which are beyond the ability of traditional teaching.This provides new ideas for people to improve teaching method and mode.For example,using big-data technology,flipped classroom teaching can improve its drawbacks.After better understanding and analyzing the data information of learning and teaching process,teachers can make more individualized teaching plan in accordance of students' aptitude to meet more needs.The main content and conclusion are following:1.Research and analyze the current situation of flipped classrooms in middle school.Taking a middle school in Hulun Buir,Inner Mongolia as the main research subject,the author carried out a survey of students in dozens of classes through questionnaire that is divided into four parts: learning habit,learning attitudes,learning ways,learning results.After analyzing the statistics of questionnaire,the author foundthat the problems facing flipped classroom are divided into four categories.(1)teachers lack technological means to supervise students;(2)teachers lack pre-class study record when designing teaching plan;(3)students fail to get individual tutorship during study;(4)study results in classroom can't get timely feedback and evaluation.2.Analysis and interview of teachers in flipped classroom.The author designed the interview outline and took the teachers of schools as the interviewees.Based on the data of questionnaire,the author arranged and analyzed the result of interview to illustrate thoroughly the cause of problems facing flipped classroom teaching in four aspects.(1)lacking technological means,teachers are unable to understand how students use pre-class study materials;(2)teachers lack the data about student learning condition to make teaching plan;(3)limited by time and number of people,individualized tutorship can't be achieved in classroom teaching;(4)teachers are unable to grasp the learning data of every student in classroom to make a feedback on their learning.3.The establishment of flipped classroom against the backdrop of big-data technology.Based on the result of previous surveys,humanistic learning theory and blended learning theory,the author illustrates the reasons for combining the big-data technology with flipped classroom teaching mode.Based on this,the ideas and implementation methods of middle school math teaching in the era of big data are expounded.The core of three-step approach of flipped classroom is following.The first step is to make preparation and result analysis before class through cloud platform.The second step is to make specific class teaching plan based on analysis result of big-data technology.The third step is using big-data technology to carry out information feedback and result evaluation.4.The teaching practice of flipped classroom against the backdrop of big data.The author made contrast experiments for one month after choosing two classes of grade 1 at this middle school.Then he launched performance test of two classes and askedquestionnaire,he found that flipped classroom supported by big-data technology can better solve the problems in original flipped classrooms.On the one hand,students generally made improvement in terms of learning interest,grasp and understanding of knowledge,interaction and cooperation,ability to analyze and solve problems and class participation.On the other hand,teachers were able to better understand the condition of students,grasp the teaching process,expedite the feedback of teaching and learning information and make more objective comments.As a result,they can better teach students in accordance with their aptitude.At last,the passage concludes the research process and outcome,analyzes the shortcomings and proposes the advice on teaching mode against the backdrop of big-data technology.