Research On The Micro-lecture's Design Of Pythagorean Theorem Based On Multi-representations Theory

In recent years,"Internet + artificial intelligence + education" has spawned an education era that pursues individualization,fragmentation,and micro-learning.Due to its characteristics such as outstanding theme,terse and forceful,diverse forms,simple application and easy to spread,micro-lecture meet the needs of ‘internet + education' such as personalized learning,mobile learning,and mixed learning.The theory and practice of micro-lecture has also become a research hotspot in mathematics education in China.Although micro-classes are relatively common at present,there is no specific theoretical guidance for the design of mathematics micro-lecture.The quality of micro-classes is uneven.It is easy to have the problem as outdated design concepts,insufficient analysis of students' situation,the stress of key content is not enough,weak learning activities,and learning methods,lack the guidance of learning methods and the cultivation of study habits.Based on this,this study attempts to study the mathematical theorem micro-lecture design based on mathematical multi-representation learning theory from both theoretical and practical aspects in order to improve the effectiveness of micro-lecture learning.In the aspect of theoretical research,through the combination of experience summarization and theoretical speculation,firstly,the research on the theory and practice of micro-lecture at home and abroad is sorted out.Secondly,the principles of optimizing multi-representation information in middle school mathematics micro-classes are discussed.Then,the paper focuses on the design strategy of middle school mathematics micro-lecture based on mathematical multi-representation learning theory.In practical research,through the combination of case study and investigation and research,firstly,through the design and analysis of the series of micro-lecture of Pythagorean theorem to reflect the practical application of the micro-lecture's design principles and strategies based on mathematical multi-representation learning theory.Then,investigate the junior high school students,undergraduates and first-line teachers by the form of “questionnaire + interview”.Analyze the influence of mathematics micro-lecture based on multi-representation theory on mathematics learning of middle school students,and test the effectiveness of micro-class design principles and strategies.The research results show that the mathematics micro-lecture based on mathematical multi-representation learning theory has a positive impact on students' knowledge understanding,learning style,study habits,emotional attitudes and mathematical thinking.Most front-line teachers hold a favorable attitude towards micro-lecture.The innovation of this research is mainly reflected in academic thoughts,academic views and research methods.The characteristics and innovation of academic thought are reflected in the organic integration of the research results of mathematical multi-representation learning theory and the design of micro-lecture.This is a new attempt in theories and principles,and the systematic research results are also a new approach of micro-lecture design;the characteristics and innovation of academic viewpoints are reflected in the research results in the field of educational technology,the theories and methods of optimizing the design of mathematics micro-lecture is not only provide a certain research reference for the cultivation of current core literacy,but also related Researchers and practitioners provide research references with mathematical education characteristics;the characteristics and innovations of research methods are reflected in the combination of multiple research methods to carry out triangular verification,which is the characteristics and innovation of research methods.