Application Research Of Micro-course In The Teaching Of Mathematical Problem Solving In Junior Middle School

With the continuous development of digital technology such as cloud computing,big data,artificial intelligence and so on,education is also gradually changing to digital.New teaching models such as "flipping classroom","cloud class" and "smart class" are constantly emerging,which also make micro-classes flourish.In recent years,although the trend of micro class is fierce,most of the micro classes made by teachers are only for the purpose of participating in the competition,and they are not well implemented in the actual teaching.In addition,most micro-class videos are mainly lecture-oriented,and most micro-class resources are developed for new lectures,but there is a lack of development for key classes of different disciplines.This paper mainly uses the methods of literature analysis,questionnaire survey and case analysis.Based on the literature method,a large number of relevant documents are collected and read,and the relevant theoretical basis of the application of micro class in junior high school mathematics problem-solving teaching is established;Based on the questionnaire and interview,this paper respectively analyzes the students' views on micro class and the relevant aspects of mathematics problem-solving learning,and the teachers' cognition about the application of micro class in problem-solving teaching,and further analyzes the students' needs in learning and problem-solving,and the teachers' cognition and attitude towards the micro class of problem-solving;Based on the case analysis method,this paper compares the teaching parts of the problem-solving micro class and the traditional problem-solving teaching class about training students' knowledge structure,thinking ability and experience problem sense,and analyzes their advantages and disadvantages.Through the research of this paper,we can draw the following conclusions:Although the traditional problem-solving teaching and problem-solving micro class have their own advantages and disadvantages in realizing the demand of problem-solving teaching,the micro class can make up for the disadvantages of traditional problem-solving teaching very well:(1)In terms of optimizing the knowledge structure of students,the problem-solving micro class can make up for the shortcomings of the traditional problem-solving teaching in the untimely review of knowledge,so that students are not limited by time and space,and make up for the lack of knowledge structure in the firsttime when they need to review;(2)In terms of training students' thinking ability,the problem-solving micro course can make up for the shortcomings of the traditional problem-solving teaching in showing inadequate,non intuitive and difficult to repeat solutions,and enable students to grasp solutions in a specific and repeatable way according to their own understanding ability and acceptance ability;(3)In terms of training students' sense of experience,the problem-solving micro class can make up for the shortcomings of the traditional teaching lectures,such as weak individualization and low pertinence,let students learn what they need according to their own learning needs,improve the efficiency of problem-solving experience accumulation,and promote the formation of the sense of experience.