The Research Of Flipped Classroom In The Teaching Practice Of Elementary School Mathematics

With the rapid development of information technology and the continuous promotion of new curriculum reform,primary school mathematics,as a crucial basic subject,calls for the emergence of new teaching concepts,the exploration of new teaching methods and the establishment of new teacher-student relationship."Flipped classroom" advocates the guidance of teachers' teaching,the individuality and initiative of students' learning,the interaction between teachers and students in classroom teaching,and the teaching concept of "flipped classroom" is consistent with the new curriculum reform concept.At present,the "flipped classroom" has not formed a systematic system in the stage of basic education in China.Due to the constraints of the physical and mental development characteristics of primary school students and the characteristics of primary school mathematics,the implementation of "flipped classroom" still faces many problems.Therefore,this study provides a reference for primary school mathematics teachers' classroom teaching through the research of "flipped classroom" teaching strategy.This research mainly uses literature research,experiment,questionnaire and other research methods to study these parts: first,through consulting materials,sorting out and summarizing the literature related to "flipped classroom",conducting literature review,defining and analyzing the core concepts of "micro class" and "flipped classroom",constructing the operation framework and implementation of primary school mathematics flipped classroom Principle.Second,through the experimental method,the "flipped classroom" teaching strategy is applied to the teaching practice to test,through the comparative analysis of the results of the experimental class and the control class,to verify the effectiveness and feasibility of the "flipped classroom" teaching strategy.Third,on the basis of the experimental research,supported by a questionnaire survey,to verify the impact of "flipped classroom" teaching strategy on students' self-efficacy,learning autonomy and interest in mathematics learning,and further verify the experimental effect and feasibility of "flipped classroom".In this study,the experimental class and the control class were experimented on the "flipped classroom" teaching strategy for half a semester,and two important conclusions were drawn: first,the flipped classroom teaching strategy has certain feasibility and effectiveness.Second,flipped classroom teaching strategy has a positive impact on students' self-efficacy,learning autonomy and interest in mathematics learning.