【文章內(nèi)容簡介】 hool can effectively solve the current serious problems that exist in junior middle school mathematics teaching, promote students’autonomous learning ability,improve the quality of mathematics teaching and meet the different learning needs of the on Bloom’S mastery learning theory,this study uses the experience of the domestic and foreign advanced flipped classroom teaching mode for reference,design and construct the structure of the flipped classroom teaching mode in mathematics teaching and has made empirical research in mathematics teaching of middle to the teaching process of the flipped classroom,guide the students to autonomously learn the teaching video to plete knowledge transmitting process after class and plete the knowledge internalization process through autonomous and cooperative activities at ’ learning effect has been evaluated after the with students by means of free talk,understand the students’feelings and opinions for this kind of teaching mode and has researched and studied the students’autonomous leaming situation with the method of questionnaire survey..Through the research analysis above:the flipped classroom teaching mode can improve learners’math grades,promote learners’autonomous learning ability,cooperative and innovative have shown great interest in the new teaching mode and have given full to the China39。s basic educational teaching situation,we find the related enlightenment at the end of this of the many advantages of the flipped classroom teaching mode, it is still very difficult to apply it nationally due to the imperfect modem informational technology hardware of the schools and teachers’low information need to explore the flipped classroom teaching mode of mathematics teaching that is suitable for China39。s national 遼寧師范大學碩士學位論文Key words:Flipped Classroom。teaching mode。mathematics teaching of junior middle school。experiment research III教學方式,學生有更多自主學習的時間,當遇到疑問時教師會及時提供一對一的貼心輔導,因此翻轉(zhuǎn)課堂教學容易激發(fā)學生的數(shù)學學習興趣,從而提高數(shù)學教學質(zhì)量。翻轉(zhuǎn)課堂教學模式將知識的初步學習階段交給學生自行負責,由學生自己安排學習進度,掌控學習時間,這對培養(yǎng)和提高學習者的自主學習能力有重要作用。隨著現(xiàn)代信息技術的飛速發(fā)展,多媒體和網(wǎng)絡走進了人們的生活,也逐漸進入了校園,沖擊著傳統(tǒng)教學模式,以往只來自于書本的講授式教學不能滿足學生知識上的擴充,而借助于現(xiàn)代信息技術,翻轉(zhuǎn)課堂教學模式可將將學生在學校的知識學習延伸到家里,通過手持移動設備隨時隨地的學習。把信息技術作為學生學習數(shù)學和解決問題的強有力工具,對于改變學生的學習方式起到重要作用【51。翻轉(zhuǎn)課堂教學模式所利用的重要學習資源——教師錄制的教學視頻,教師可以自行錄制,也可以直接利用其他同行所共享的資源,這將節(jié)省教師的備課時間。 在領悟《新課標》內(nèi)涵的基礎上,查閱大量國內(nèi)外的相關資料。主要有:一、關于翻轉(zhuǎn)課堂教學模式的起源、概念與特征,二、國內(nèi)外翻轉(zhuǎn)課堂教學模式模型設計,三、在國內(nèi)外應用的實際情況。在查閱相關文獻的基礎上,本文對翻轉(zhuǎn)課堂教學模式的理論基礎進行了深入的研究,從建構(gòu)主義學習理論、布盧姆掌握學習理論、數(shù)字化學習及混合式學習理論四個方面論述翻轉(zhuǎn)課堂教學模式,并基于布盧姆的認知領域的教學目標分類將中學數(shù)學教學分為:記憶領會、應用分析和綜合評價三個階段。2013年10月至11月的一個月的時間里,我在黑龍江省齊齊哈爾市富?？h勵志民族中學做了翻轉(zhuǎn)課堂教學模式的實證研究,通過實驗班與對照班的對比實驗的設計,證實翻轉(zhuǎn)課堂教學模式在提高學生數(shù)學成績方面的作用?！|寧師范大學碩士學位論文變了學生學的方式,同樣也使傳統(tǒng)教學走向了“微”時代。在美國興起的翻轉(zhuǎn)課堂教學, 被加拿大的《環(huán)球郵報》評為2011年影響課堂教學的重大技術變革【171。翻轉(zhuǎn)課堂教學從教師制作教學視頻、學生在?；蛟诩矣^看教學視頻到創(chuàng)建個性化與 協(xié)作化學習環(huán)境的各個教學環(huán)節(jié)中都需要計算機硬件和軟件的支持。因此現(xiàn)代信息技術 的使用是實施翻轉(zhuǎn)課堂教學的關鍵。現(xiàn)代信息技術的發(fā)展促進了各種技術資源的開發(fā), 提供微課制作的軟件也逐漸增多,課件制作工具如PowerPoint、Articulate Storyline、OutStart Trainer等、數(shù)學動態(tài)教學軟件GeoGebra及幾何畫板等、屏幕錄像軟件Camtasia Studio、Wink、Screen Flow等、基于平