Abstract: In recent years, information technology has been closely linked with classroom teaching. Students have many difficult points in the classroom learning process, and teachers do not necessarily have the time and energy to help students solve problems and eliminate doubts, and use modern information. With the support of technology and hardware equipment, students can have more channels to get correct and diversified teaching education to help them answer questions and problems. Under this model, students can choose their own learning time and learning content, have more time to learn content that they don't understand, expand the learning environment beyond classroom teaching, and have no time and geographical restrictions. Student-oriented, free and independent teaching mode.

Keywords: flipping classroom high school mathematics flip teaching application

Foreword:

With the development of science and technology, computers and the Internet have been widely used in people's lives. Using computer Internet, high school mathematics teaching can adopt the "flip teaching" mode. Students are difficult to understand in the process of using the Internet to flip teaching. Knowledge points, you can choose to pause, repeat learning, thereby improving learning efficiency. This paper analyzes and discusses the application of flip teaching in high school classrooms.

I. Activities before class

Mathematics is a rigorous science subject. For some students, mathematics knowledge is difficult to understand, and the content is abstract and the knowledge is complex. It is difficult to meet the teaching needs of all students simply by classroom teaching. Many students cannot be in class. The content understanding will be integrated, and there may be many difficulties in the study. In addition, the mathematics course is very compact, which makes classroom teaching difficult to adapt to students. And using flip teaching can improve this very well. The main body of the pre-class activities is the teacher. The teacher provides the students with learning resources according to the content of the class, publishes the tasks, and realizes the “preaching by the students” through the students' pre-study plus the students' self-learning. Before the start of each unit teaching, the teacher should have a purpose, combined with the teaching content, design for the students, record a series of teaching videos, emphasize the chapter knowledge framework content, learning methods, key knowledge concepts, and reduce the extracurricular preparation of students. Prepare time for students to have a basic understanding and understanding of the content of the class before the beginning of the class content, and deepen understanding of the concept part. Video content can be found in major learning websites. Video content should try to ensure that the picture is simple and simple, and try to make students remember deeply and attract students' attention and attention. Provide students with a relaxed learning environment and adjust their choice of learning content. In addition, you can consider establishing a math discussion group to allow students to communicate with each other in the pre-class study, and make good use of electronic information technology to maximize the efficiency of pre-class activities.

Second, classroom activities

Some research reports indicate that the difference in student learning outcomes has a lot to do with the time usage in the classroom. Applying classroom time to more focused and active teaching can improve the quality of teaching and deepen students' understanding of knowledge. . In the classroom, teachers can perform high-precision analysis and correction based on the common problems that students appear in the discussion group and the common misunderstandings and misunderstandings of knowledge. They cannot unilaterally repeat the video content, but through another perspective. Classroom content, maximum face-to-face classroom activities. Teachers can also arrange tasks for students to explore alone or group research, so that students can solve problems on their own. The learning tasks and questions raised by the teachers must be able to contain the knowledge content to the maximum extent, have the structural characteristics, reasonably group the students, make the members in the group similar and complementary, and let the students meet everyone in the process of discussion. The knowledge needs to make up for the deficiencies of everyone.

Third, improve activities after class

"The teacher, the evangelist also confuses the person", this is the definition of the teacher by the ancient writer Han Yu in "Shi Shuo". The original meaning is: the teacher is used to impart knowledge, teach academics, and answer questions. It can be seen that teachers play an important role in the study of students. After-school study and teaching is the teacher's perfection of teaching thinking and process. Students further deepen their impression and solve problems. Teachers should constantly think about the effect of flipping teaching in different situations and teaching methods, and think about how to help students understand concepts more easily. Easy access to knowledge. After the course, students will be able to feedback their feelings and specific ideas about the course of the day to the teacher through telephone, software, email, etc., to help teachers continuously improve the specific practice of “flip teaching” and help teachers understand the shortcomings and needs of students. Improvements. For individual students, you can further watch the video of deepening the extension letter, deepen understanding and consolidate knowledge, in order to form your own knowledge system.

Fourth, learning performance appraisal

In addition to the systematic streamlined teaching of pre- and post-class teaching, the chapter's learning test performance test is also an important content and method. Teachers should evaluate students by the quantity and quality of students' questions on the video, the level of activity in the learning process, the enthusiasm of the problem discussion and the completion of the specific teacher's release tasks, so that students can further understand their own learning and reflect on learning. Insufficient. The chapter test and the mid-term final exam can also reflect the students' learning situation well, reasonably design the test content and test difficulty, and also help students form a correct understanding of mathematics learning, and further understand their own learning level and learning situation. . Teachers should further develop and improve the application of “flip teaching” in the classroom according to their academic achievements.

Conclusion:

The application of “flip teaching” can significantly improve students' interest in learning and the quality of learning. At the same time, it can significantly improve the quality of teachers' teaching and greatly help students' learning. The above-mentioned teaching modes of pre-class, class, after-school and learning performance appraisal can not be simply regarded as a static system, but should be a dynamic, flexible and cyclical teaching process. Teachers are constantly In the process of applying "flip teaching", we must have improved ideas, and constantly correct the specific deficiencies and defects in order to realize the real application of "flip teaching".

references:

[1] Li Yushan. The application of flipping classroom mode in high school mathematics teaching[J]. Western Quality Education, 2017, (08): 239.

[2]Wang Jing. On the Implementation of Effective Teaching in High School Mathematics Flipping Classroom[J]. China Off-campus Education, 2016, (34): 122-123.

[3] Li Guangbin, Zheng Haining. Research on the interactive behavior of high school mathematics flip classroom teaching[J]. China Educational Technology and Equipment, 2016, (15): 84-85.

[4] Gong Yubing. Strategies and research on high school mathematics teaching based on flipping classroom teaching mode [J]. Asia-Pacific Education, 2016, (20): 172. Shanxi Xiaoyi Middle School Wang Lin

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