Liven up the classroom atmosphere and deepen students' impression

In traditional classroom teaching, teachers often bring after-class exercises to the classroom to lead everyone to talk from beginning to end, which not only wastes time, but also fails to summarize students' specific personal problems, leading to negative emotions. In the practical teaching of flip classroom, students occupy a dominant position. If there are questions before class, the teacher can let the students have a simple discussion first, so that the students can answer each other's questions and promote communication. Then the teacher can organize students to summarize the knowledge points and doubts in the video, so that students can sort out the knowledge points and learning ideas.

Improving students' initiative, developing students' innovative thinking and critical thinking can also help teachers to understand students' mastery more intuitively and deeply, and then formulate a series of inquiry questions according to students' performance, organize students to form group discussions, and give appropriate guidance so that they can discuss independently and freely, and then consolidate and strengthen students' mastery of knowledge points through classroom exercises. Flip-over class provides an opportunity for group cooperation in math class. Students can strengthen communication with classmates and teachers in group cooperation and get opinions and suggestions from others. In exchange and communication, students can think about mathematical knowledge repeatedly, which is helpful for students to deepen their impression of mathematical knowledge, make students build a complete knowledge framework in their minds and improve their application ability of mathematical knowledge.

Summarize teaching experience and feedback students' performance.

Flipping the classroom is one of the important links in senior high school mathematics teaching. In order to improve the efficiency of classroom teaching, teachers should keep abreast of students' learning activities in order to give feedback on students' learning. Therefore, avoid using uniform standards to require students to meet teaching requirements. Different teaching content is bound to be accompanied by different academic performance evaluation. Teachers should evaluate the completion of different teaching tasks according to the actual situation. Teachers should pay attention to the gradient when making summative evaluation, and evaluate according to the process of students at different levels completing teaching objectives, so that all students can enjoy the joy of success, thus improving their enthusiasm for learning mathematics. Teachers should use more encouraging and supportive language to stimulate students' interest in learning.

For example, in the specific math exercise class, students with slightly better grades have stronger thinking ability, and the math tasks assigned by teachers can be completed quickly. Teachers should give priority to cultivating this kind of students' mathematical ability, constantly broaden their horizons, encourage students to expand their thinking and extend their mathematical knowledge; Students with average grades have some basic math exercises, but it may be difficult to start them. Teachers should encourage and guide students, help them build up their confidence in learning, and make steady progress. Students with poor grades have poor mathematical problem-solving ability. Teachers can ask students with good grades to help such students, constantly lay a solid foundation, cultivate autonomous learning ability and realize students' common progress.

2 Reflections on "Flipping the Classroom"

First, use the pre-class teaching video to complete self-study.

In the "flip classroom" teaching mode, teachers usually use videos to impart knowledge, and send videos to students through the network before class, giving them enough time and asking them to watch the videos carefully to complete autonomous learning. After each class, there will be a special test video. According to the knowledge points of this class, ask a few questions for students to answer, and let the students send the answers to the teacher. In this way, students can use teaching videos to study before class. Teaching video plays a bridge role between teachers and students. Students can teach themselves by video, and teachers can learn about students' learning level and existing problems through students' feedback on the problems in the video, so as to make the next teaching plan. Therefore, the "flip classroom" teaching mode puts forward high requirements for teaching videos: first, each teaching video must be short and pithy. According to the survey, people's attention is most concentrated in the first ten minutes. Too long teaching videos will distract students and fail to achieve the expected goals.

So each teaching video must be controlled within ten minutes. In other words, a video is required to correspond to a problem or a knowledge point. This video is also very targeted and easy to find. Moreover, video teaching also has pause and playback functions, which is very convenient for students to learn. For example, when talking about the first volume of the sixth grade of primary school, we need to make a short video of more than ten minutes for the following parts according to the knowledge points of the textbook: question guidance, fractional multiplication of integers, fractional multiplication of scores, classroom summary and exercise detection, so as to improve the efficiency of students' self-study. Second, the teaching video should get rid of things that distract students' attention and make students highly concentrated. Some teaching videos that existed before were mostly explained by teachers on the blackboard in the classroom, and both teachers and classrooms greatly distracted students' attention. Therefore, the video in Flip Classroom is clear and clear, which can make students' attention highly concentrated.

Second, classroom discussion and interaction, in-depth analysis of doubts

Through the previous teaching videos, primary school students have a certain degree of self-study, and then more or less will have some questions about the knowledge points explained in the video. At the same time, teachers can fully understand the students' mastery and difficulties through the answers to questions fed back by students. So how to solve these problems? With these questions, teachers and students walked into the classroom to discuss and interact. First, the teacher can ask the questions in the video again, and then ask some students who answered incorrectly in the feedback to see if the students found out what they had done wrong. Then the teacher takes out the lesson plans that he summarized before, and explains in detail the important knowledge points that have problems in the students' feedback, so that the relevant students can practice until they are solved.

Secondly, teachers can also pick out some questions from the feedback to the students who answered correctly and explain them to the students who answered incorrectly, so as to enhance the interaction between students and deepen their understanding. In the process of solving doubts and difficulties, teachers should take students as the main body and give them a series of guidance and inspiration, so that students can find their own problems and correct their answers. For example, when discussing the wrong question "What is the sum of the three internal angles of a triangle" in the video, the teacher can take out several triangle models prepared in advance, invite a classmate who answered the wrong question to take the stage, and measure several triangles with a protractor to measure the degree. Through personal practice, it is found that the sum of the internal angles of the triangle is 180.

3 "Flip the classroom" advantage

1. Effectively realize hierarchical teaching

In the traditional classroom teaching mode, teachers generally follow Kailov's "five-stage teaching method" to carry out classroom teaching, but students' knowledge base and understanding ability are different, which leads to classroom teaching can not fully take into account the development of students at all levels. The "flip classroom" is to transfer basic knowledge to students in the form of micro-lesson videos. Students can grasp the viewing process according to their own conditions, pause or play it repeatedly. In the classroom, teachers can also give personalized guidance to students' learning situation, thus effectively solving the problem of hierarchical teaching.

2. Effectively arouse students' learning enthusiasm.

In traditional teaching, especially in senior high school, students' enthusiasm for participating in classroom activities is not strong, and most of them are asked by teachers and answered by students. Students' initiative to participate in interaction and creativity in answering are not strong. However, in the "flip classroom" mode, the classroom is generally conducted in the form of "teachers let students answer, students let students answer, work together in groups, and explore together", so that students have sufficient time to find problems, think about problems and sum up conclusions before class. In the classroom, these problems or conclusions that have not been solved independently are fed back to teachers and students for discussion, so that democratic classroom organizations can leave more space for students to show themselves. With the encouragement and affirmation of teachers, students' enthusiasm for participating in learning can be improved, so that students' self-esteem can be avoided because they can't answer questions, and their self-confidence in learning can be accumulated continuously.

3. Pay full attention to students

In the "flip classroom", most of the classroom time is reserved for students to explore cooperatively, so that students can have enough time to solve their own problems and problems for others, and internalize knowledge in group interaction, so that teachers can have more time to understand students and learn more about their problems, so as to find and track students' problems and better guide students' personalized learning. In this way, students will change from the simple role of "imitator" in traditional learning to "pathfinder of learning", and teachers' classroom image will also change into "guide of learning".

4 flip the positive role of classroom teaching mode

Conducive to the humanization of teaching

Flipping classroom teaching mode transforms classroom teaching into extracurricular or off-campus, which provides learning convenience for some students who go abroad for internship. Students can watch the math teaching video I made in the class QQ group after work according to their own actual situation, and the time and pace of watching it are completely controlled by themselves. If you don't understand it once, you can watch it again, or you can fast-forward and fast-backward, and grasp the learning progress yourself. For students in school, they can watch teaching videos not only in class, but also on dormitory computers. You can communicate and interact with your classmates or peers through QQ groups, message boards and other media. Problems that students can't solve can be fed back to teachers through the network, and teachers can help students solve problems in time to avoid the accumulation and delay of students' problems. Teachers can provide students with one-on-one tutoring after class, online and offline, talk with students anytime and anywhere, keep abreast of students' learning situation and urge them in time. Therefore, students feel that they are being paid attention to and will be more actively involved in their studies.

Conducive to harmonious teacher-student relationship

In the classroom teaching of mathematics flip, the design of teaching activities should be conducive to promoting students' growth and development. Teachers should first let students choose to explore topics according to their hobbies and solve them independently, guide students to build a knowledge system through practical tasks, and truly be "student-centered". Then, teachers group students according to their grades, personalities, qualities and other characteristics, arrange inquiry topics and carry out inquiry activities. Students can put forward their own opinions, ideas and suggestions at any time, and the group members can complete the learning task together through communication and interaction. In this process, teachers should always have an insight into the inquiry of each group and give timely guidance. In flip classroom teaching, teachers really become mentors and friends who interact with students.

Conducive to the improvement of teachers' professional level

In the process of flipping classroom teaching, micro videos or micro courseware are usually made for important knowledge points or important problem-solving methods. Although it only takes 5 ~ 10 minutes to design a micro-video, it is the condensation and essence of a knowledge point, which needs us to show it with concise language and vivid images, and at the same time ensure the logic and rigor of the language. The produced micro-video or micro-courseware will be published on the Internet, which puts forward higher requirements for the quality of production. Teachers must have a deep understanding and cognition of textbooks and knowledge, so in this process, teachers' information technology level and teaching professional level will be greatly improved. I remember that it took me more than ten hours to make the animation micro-courseware of "The First N Summations of arithmetic progression" at first. Now it only takes one lesson to make a micro-video or micro-courseware.