Research On Teaching Design Of Micro-lesson In Senior High School Mathematics Subtitle

The micro-lesson selects certain specific topics,knowledge points,key points,difficult points,confusing knowledge points,and frequently-tested knowledge points as the teaching objectives and is mainly designed into such categories as new knowledge teaching,new knowledge introduction,examples,exercises,summaries and extensions.It takes the "small-but-excellent" micro video as the primary presentation mode,which has enhanced the role of teaching in guiding students'learning initiative,innovation and cooperativeness.It is an important measure to change the teaching status by designing reasonable micro courses and applying them to mathematics teaching.To this end,in this paper,an exploration is carried out into the teaching design of high school mathematics micro courses.First,the author carefully reads and combs domestic and foreign studies on the concept,production,research and development and application of micro lessons and makes an analysis of the application of micro-lessons in practical mathematics teaching through questionnaire survey and interview recording.Second,taking the Geometric Probability Model in the High School Mathematics(Compulsory 3)published by People's Education Publishing House as the example and Dick and Carey teaching design model as guidance,this paper figures out practical and feasible micro lesson teaching design and presents the micro lesson of Geometric Probability Model.Finally,two classes are selected for the comparison test,and the teaching design effect of the micro course is evaluated through multiple dimensions.Some suggestions and prospects for this study are put forward in this paper,in order to provide reference and help for future research and practice.It is found that the micro course teaching design which is scientific,reasonable and in accordance with the actual teaching needs,is an important guarantee for improving the efficiency of micro-course classroom.It not only improves the students' cognitive level,but also contributes to good learning outcome.At the same time,it strengthens students' initiativeness of learning,and has some positive influence on enhancing students' learning interest,enthusiasm for studying mathematics,team learning collaboration and their mathematical comprehensive quality.