Development And Application Research Of Inquiry Micro Video Teaching Resources

Information technology not only changes our daily lives,but also affects our schooling.With the continuous integration of information technology and subject curriculum,micro-video appears in our classroom teaching,and has become a popular teaching resource for teachers and students,providing a new stage for inquiry-based learning.As a new type of teaching information resource,micro video resources are characterized by short,refined,vivid images and diverse forms.The images and texts can not be replaced by micro-video.It can create intuitive,vivid images and attract students.Interest,inspiring students to explore and think about the way information is presented,and improve their mathematical inquiry learning thinking.This paper attempts to combine inquiry micro video with primary mathematics teaching to explore effective ways to improve students' interest in inquiry learning and mathematics learning.This research firstly uses the literature research method,after reviewing a large number of literatures on micro-video and inquiry learning,it expounds the research background,current situation and significance of the application of inquiry micro-video teaching resources in primary mathematics;The theoretical basis of the application of video teaching resources in primary mathematics.Taking an affiliated experimental primary school as an example,through the previous classroom observations and teacher interviews,the investigation of the students' exploration and learning in the mathematics classroom,the use of micro-video teaching in the teaching process and the construction of multimedia in the school were investigated..Then,according to the combing problems,according to the design and development principles of micro video and the analysis of students' learning characteristics and learning courses,the design and development of inquiry micro video teaching resources were carried out,and the inquiry micro video teaching resources were carried out.Initial application.This study uses the quasi-experimental research method and the investigation research method to study the class of the initial contact inquiry micro-video teaching,and pre-tests the class that implements the inquiry-based teaching,that is,the questionnaire is issued to collect the initial state of the students before the start of the experiment(including interest).,attitude,classroom learning,etc.).After the trial is over,the questionnaire will be issued again to obtain the survey data after the test.In addition,observations are used to observe the changes in students' learning attitudes(participants' classroom participation)and learning ability(solving ability and inquiry ability),and to analyze the changes of first-year students in mathematics inquiry learning thinking.By analyzing the pre-test and post-test data obtained from the questionnaires in the quasi-experimental research,as well as analyzing the specific data such as classroom observation scales and student scores,the final conclusions are drawn.The research results show that:(1)Exploratory micro-video teaching resources have a certain role in improving students' classroom participation,improving students' interest in mathematics learning,and changing students' mathematics learning attitudes.(2)improving students' thinking thinking in mathematics learning It also plays a certain role in the research,analysis and solution of mathematics problems.(3)In terms of students' ability to explore and express,it is also effective to be able to demonstrate their own inquiry process or demonstrate their own inquiry thinking process through relevant inquiry tools.