Research On The Application Of Flipped Classroom Teaching Mode In High School Mathematics Teaching ——Taking The Two-point Equation Of A Straight Line As An Example

Different from the conventional teaching mode,flipped classroom changes the conventional teaching order,that is,students need to master the basic knowledge before class,while most of the time in class is spent on teacher-student inquiry,aiming to advocate students’ independent learning,improve the ability of inquiry cooperation and solving complex problems.At present,the research on flipped classroom is mainly theoretical,but less practical.Therefore,this study mainly uses the two-point equation of a straight line as an example and adopts the flipped classroom model to carry out practical teaching,aiming to solve the following problems:1.What are the suggestions of high school mathematics teachers for the implementation of flipped classroom teaching mode?2.Before flipped classroom teaching,what are the learning habits of grade 2students before,during and after class?3.What is the performance of the students before,during and after class when the flipped classroom model is used to teach "two-point equations of a line" ?4.What are students’ opinions and suggestions on the teaching of "two-point equation of a line" in flipped classroom mode?First,the researcher interviewed two math teachers in the second grade of high school.They pointed out in the interview that: 1.There are some new concepts and methods in mathematics,and it is difficult for students to learn by themselves.Flipped classroom teaching is not suitable for students.However,the two-point equation of a line is strongly associated with the previous chapters,so it is not difficult or computative.Flipped classroom teaching can be tried.2.In order to carry out the group discussion smoothly,it is necessary to change the seating group arranged according to height and re-group students according to their speaking habits and mathematical performance.3.Before the teaching design of flipped classroom,it is necessary to understand the learning situation.In order to design guided learning cases,classroom examples and exercises after class.Then,based on the results of teacher interviews and student learning habits questionnaire,the researcher conducted the flipped classroom teaching design.Since the derivation process of linear two-point equation is difficult for students to learn,the main ideas of flipped classroom design are as follows: inspire the derivation ideas through micro-video before class;In the class,different results are presented through group discussion,and the scope of application of the two-point equation of a line is discussed.Set up after class can use a variety of methods to find the equation of a line exercises.Compared with the results of the previous study habits questionnaire,through the teaching implementation of flipped classroom and classroom observation,it is found that students’ performance before,during and after class is as follows:1.In conventional learning methods,more than half of the students do not have the habit of previewing before class,and those who have the habit of previewing are limited to textbooks.However,when conducting flipped classroom learning,teachers provide students with micro-lesson videos and guided learning plans to assist in preview.In the pre-class learning stage of flipped classroom,a small number of students complete the guidance plan while watching the micro-lesson video,and most students start to fill in the guidance plan after watching the micro-lesson video.2.More than 60% of students hardly have the habit of raising their hands and expressing their ideas in regular classes.But in flipped classrooms,members of each group can participate in discussions,express their opinions or ask questions.In the demonstration section,students finally derived three different forms of linear two-point equations according to the ideas derived in the micro-lesson video.3.In the past conventional teaching,students could only master basic knowledge and skills in class,and homework exercises were mostly basic questions to consolidate knowledge.However,after flipped classroom,students have mastered the basic knowledge and solved difficult problems before and during class,and 90% of students can independently complete the problems to improve their ability.Finally,through the questionnaire of students after the implementation of flipped classroom teaching,it is found that: the overwhelming majority of students think the form of this class is novel,and they are interested in the content of this class.In this class,there is enough time for group discussion.However,20% of the students pointed out that they still want to return to regular classroom teaching because of their weak self-learning ability.Some students with strong learning ability think it is unnecessary to spend a long time discussing the inquiry questions in this class.