The Influence Of Teaching And Learning For Flipped Classroom Teaching Mode In Different Types Of Junior Middle School Mathematics

With the advent of the information age,the learning environment has been intellectualized,and the “Digital Natives” has been increasing.The traditional teaching pattern of mathematics has been challenged by so many new learning patterns,such as project-based learning,inquiry learning,and group learning.Especially since the advent of the flipped classroom,the traditional mathematics classroom teaching mode inverts into learning microvideo before class and consolidate knowledge bycollaborative inquiry activities in class.This teaching model has been widely approved.The academic community has done a more in-depth study of the mathematics flipped classroom,and has verified the effectiveness of the flipped classroom for mathematics education.However,it is difficult to draw a conclusion about the suitability of mathematics teaching from the perspective of the knowledge classification.Therefore,the study divided mathematics knowledge into three types of conceptual,propositional and problem-solving from the perspective of mathematics teaching,and conducted experimental study to explore the effectiveness and differences of flipped classroom applied to the three types of knowledge.There are two major parts of the dissertation: the influence of flipped classroom towards the teaching of different knowledge and the classroom behavior that the flipped classroom is applied to different mathematical knowledge.At first,the influence of flipped classroom towards the teaching of different types of mathematical knowledge.This part used flipped classroom mode and traditional teaching mode to the different types of mathematical knowledgeand research the teaching effects from teachers’ and students’ experience.Teachers’ experience of flipped classroom involves teachers’ satisfaction,attitude,motivation and pre-class preparation,Students’ experienceof flipped classroom includes satisfaction,acceptability,attitude,motivation and cognitive load.Based on the experimental results of the experimental class and the control class,the conclusion is that:1)The appliance of the flipped classroom in the conceptual class.In the way of teachers’ experience,teachers give acknowledgment to this appliance which intensifies teachers’ teaching motivation,and they are willing to have a try in the future teaching.Nevertheless,there are some difficulties for preparation for lack of compatible resources and suitable platforms.In terms of students,they make good comments on this appliance as it’s helpful for their learning.Because of the clear knowledge,students can absorb the episteme and discuss with the teacher spontaneously.2)The appliance of the flipped classroom in the propositional mathematics knowledge.Because of the propositional knowledge focused on the formation process of proposition.Students just reached formulaic memory and lacked of understanding by pre-class video watching.This leads to poor classroom feedback.3)The appliance of the flipped classroom in the problem-solving mathematics knowledge.It is poor that teachers’ satisfaction,attitude and motivation.The knowledge of problem solving comes from real life,it is difficult to understand this kind of abstract knowledge for junior middle school students.So it not only brings some cognitive burden to students,but also brings difficulties about the design and organization of classroom activities for teachers.Secondly,a study on the classroom behavior of different types of mathematics knowledge in the application of flipped classroom mode This part analyzed the classroom behavior of the flipped classroom teaching mode of concept,proposition and problem solving knowledge.With the help of multi-functional studio,the paper coded and analyzed the classroom behavior of teachers and students by "Student Centered Interaction Analysis System" from classroom behavior structure and student behavior structure.The results showed that:1)Three types of knowledge applied flipped classroom teaching mode,the teachers’ language ratio decreased,the ratio of student language enhanced.On the whole,the discourse right of students has improved.2)In the teachers’ language ratio,while the knowledge of problem solving applied flipped classroom teaching mode,teachers’ language ratio is higher,conceptual knowledge applied flipped classroom teaching mode has the lowest classroom language ratio.3)Three types of mathematical knowledge applied flipped classroom mode increased students’ overall behavior and reduce the behavior of teachers.Teacher will leave more time for the students in the classroom.Among them,the highest student’ behavior ratio is the proposition of knowledge.4)While conceptual knowledge applied flipped classroom mode,students’ behavior structure reaches a higher ratio of active behavior.