A Study Of Flipped Classroom Teaching In High School Mathematics Based On Big Concepts

With the development of information technology,flipped classroom teaching is a teaching mode that emerged to emphasize the students’ main position in learning.This teaching mode has existed for a long time in the practice of secondary school mathematics teaching,and plays an active role in enabling students to master knowledge and acquire skills effectively.At present,the new curriculum emphasizes the importance of "structuring the content of the curriculum with the broad concepts of the subject as the core" in order to promote the implementation of the core literacy of the subject.In this context,how to further develop mathematics teaching and learning in the context of the new curriculum and promote students’ core literacy in mathematics is the main question and goal of this paper.This thesis focuses on the following four parts of the research.Firstly,the background and reasons of the research are clearly stated in the introduction.Secondly,this study adopts a questionnaire to investigate the current situation of mathematics learning of high school students in the flipped classroom teaching mode.The survey includes four aspects: interest in mathematics learning,pre-study before class,current situation of classroom learning,and post-class assessment;and analyzes the factors influencing the implementation of flipped classroom in high school mathematics from three aspects: students and parents,teachers,and schools.Based on the textual analysis and research,this paper focuses on the principles and implementation process of the flipped classroom based on the "big concept".Finally,the paper takes "Standard Equation of Conic Curve" as a case study in high school mathematics,and then evaluates and reflects on the effectiveness of the "big concept" based flipped classroom in high school mathematics.Through this study,the following conclusions are drawn:(1)Under the new curriculum of high school mathematics,students generally agree with the flipped classroom teaching mode,and they have strong adaptability.(2)Students’ ability to learn on their own,teachers’ information literacy and educational philosophy,and parents’ educational philosophy and supervision and counseling ability are still important factors affecting the implementation of the flipped classroom in high school mathematics under the new curriculum.(3)Flipped classroom teaching in high school mathematics based on "big concepts" is feasible in the context of the new curriculum and can play a positive role in promoting students’ core literacy in mathematics.This thesis illustrates the principles and processes of implementing "big concept" based flipped classroom teaching in high school mathematics with specific cases,and provides implications for flipped classroom teaching in the new curriculum of high school mathematics.The paper suggests that in the implementation of "big concept" based flipped classroom teaching in high school mathematics,teachers should strengthen their knowledge of the "big concept" of the content they teach,enhance its application,and promote students’ active construction of the knowledge structure system and deepen their understanding of the knowledge they have learned.The teacher should strengthen the awareness of the "big concepts" of the content taught,enhance their application,promote students’ active construction of knowledge structure system,and deepen their understanding of the knowledge learned.