Keywords: primary school mathematics; Flip the classroom; Teaching strategy
China Library Classification Number: G62 Document Identification Number: Part A Number:1673-9132 (2016)14-0290-084.
Flipping the classroom is to reasonably adjust the time factors inside and outside the classroom and change the teacher-led teaching form in traditional classroom teaching. Applying the flip classroom model in primary school mathematics teaching, students can learn independently after class, improve their self-study ability, and also consolidate their mathematics knowledge through teachers' explanations in class.
First, flip the main features of the classroom
(A) the change in the role of teachers
In the traditional mathematics classroom teaching, the role of teachers is mainly the transmitter of mathematics knowledge, and some teachers even become the leaders of the classroom. After flipping the classroom application, the teacher's role has been reasonably changed, and he has become a promoter and guide in the learning process of students. Teachers are no longer the main body of flipping the classroom, but only provide students with corresponding help to ensure that students will not encounter obstacles in learning mathematics.
(B) the role of students change
After flipping the classroom application, the role of teachers has changed, and the role of students will also change. Under the application background of flip classroom, students can choose the specific time and place of study independently, and they can also control the learning content of mathematics knowledge independently. Flipping the classroom has great vitality. Compared with traditional teaching, students are more willing to participate in it and become the protagonist of classroom teaching.
(3) Time allocation
The application of flip classroom can redistribute teaching time, and a large number of contents that should be explained in class are transferred to after class, which increases students' independent learning time after class and changes the disadvantages of teachers taking up too much teaching time in traditional teaching. In addition, after redistributing teaching time, the flip classroom can improve students' interaction, prolong teaching time and ensure the efficiency of primary school mathematics classroom teaching.
Second, the primary school mathematics flip classroom teaching strategies
Clear goal
The application of flip classroom in primary school mathematics is advanced. In order to ensure the reasonable application of flip classroom, teachers should determine the teaching objectives, clarify the students' mastery of knowledge, and reasonably grasp it as a whole to form clear and clear teaching objectives. Under the guidance of this goal, teachers also need to select and design the video teaching content needed to flip the classroom, and guide students to think about their learning goals accordingly.
For example, a math teacher in a primary school applied the flip classroom model when explaining the related knowledge of "surface area and volume of cylinders and cones". First, the teacher determines the teaching goal, and sets the specific goal as "let students fully understand cylinders and cones, master their main characteristics, learn how to calculate their surface area and volume, and learn to use calculation formulas". After determining this goal, the teacher first asked the students to talk about the cylindrical and conical objects they saw in their lives, and measured and recorded the circumference of the bottom of the objects they collected. In class, before the formal lecture, the teacher lets the students watch the teaching videos prepared by themselves, so that they can have a simple understanding of the calculation formulas of cylinders and cones, and then let them substitute the measured and recorded data into the calculation formulas, laying the foundation for the specific learning later.
(2) Students discuss
In the flipping classroom of primary school mathematics, students are the main body of teaching, and teachers should add "student discussion" to the teaching. The main purpose of "student discussion" is to discuss the problems found by students in the preview before class, so that everyone can think together and solve them together. This link can not only improve students' ability to analyze problems independently, but also cultivate students' divergent thinking, which has good practical effect.
It should be noted that in the process of "student discussion", teachers should not interfere too much and let students discuss independently. If they have serious differences or arguments during the discussion, teachers should give timely guidance.
(C) Teaching feedback
The teaching feedback of flip classroom needs the participation of teachers and students, and teachers should pay attention to the evaluation of students' learning process, rather than simply paying attention to students' academic performance like traditional teaching.
For example, a math teacher in a primary school uses the flip classroom model to teach. He is concerned with the evaluation of students' learning process, their performance in the process, their cooperation with other students, and the final result of learning. The teacher sent a questionnaire to the students after class. The main contents of the questionnaire include "How about self-study?" "What valuable problems have you found in your math study?" "Found the problem solved? What method can be used to solve it? " "What do you think about math knowledge?" Wait a minute. This feedback method allows students to actively participate in it, which not only makes a good evaluation and analysis of students' preview, self-study and problem solving, but also evaluates students' academic performance, ensuring the application effect of flipping the classroom.
Home-school cooperation
In the process of applying flip classroom, teachers can also implement the mode of home-school cooperation, thus consolidating the specific application of flip classroom. Teachers should make parents realize the importance and superiority of flipping the classroom, guide parents to create a reasonable, good and warm family environment for students, and participate in students' after-school study. In the process of learning mathematics knowledge outside the flip classroom, with the help of parents, their self-study ability will be obviously improved, and they can solve mathematics problems with the guidance and help of parents. In this way, students and parents can closely cooperate with the teacher's work, and the application effect of flipping the classroom can be realized.
Third, the conclusion
Primary school mathematics knowledge is abstract and logical, which is sometimes difficult for primary school students to understand and master. In addition, there are disadvantages in traditional primary school mathematics teaching, which leads to many teaching problems that cannot be solved reasonably. In this context, teachers should actively apply the flip classroom model, give play to students' subjectivity, stimulate their interest in learning, improve their learning efficiency, and then create an efficient primary school mathematics classroom.
References:
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