Design And Application Of Contextualized Micro-teaching In Junior Middle School

The new curriculum standard for junior high school mathematics puts forward new requirements for teaching,advocates the transformation of traditional teaching methods,and constructs a digital teaching environment to guide students to build their own building of knowledge and ability.Micro-learning,with its small and convenient,shortterm and efficient teaching advantages,has complied with the new curriculum standards from presentation form to content design,and has promoted the transformation of teaching methods.However,through combing the literature and practical investigation,it is found that the current junior middle school mathematics micro-class has a tendency to pay attention to knowledge presentation and neglect situation creation.Therefore,based on the research results of micro-course design and application,this research proposes to build the design framework and application path of the context-based micro-course of junior middle school mathematics based on the context teaching method.First,this study uses literature research methods,survey methods,and interview methods to sort out relevant research on domestic and foreign micro-lectures and situational teaching methods,and analyze related learning theories and practical dilemmas.Value.Secondly,starting from the design elements of contextualized microlearning,the design framework of junior middle school mathematics contextualized micro-learning was established on the basis of considering the principles and strategies of contextual design.Among them,situational design is the key to contextualized micro-learning.Based on the situational teaching method and disciplinary characteristics,the teaching situation is divided into three types: story situation,life situation,and problem situation.Different types of mathematical knowledge are integrated with different situations.Based on different principles and strategies,a micro-story lesson of story situation,a micro-scenario of life situation and a microscenario of problem situation were produced.Thirdly,the application of the contextualized micro-learning is complemented by traditional teaching methods and digital teaching methods.Based on this,the overall classroom teaching is divided into knowledge acquisition processes,micro-class usage processes,and teachers based on different types of knowledge learning processes.The feedback process and analyze its application path in detail.Finally,in order to test the effectiveness of the junior middle school mathematics contextualized micro-learning,two parallel classes were randomly selected.The experimental class adopted the contextualized micro-lecture teaching,and the control class was taught in the traditional way.The practical effects were analyzed and evaluated.The research results show that the use of contextualized micro-teaching in junior high school mathematics class can solve the current problems of junior middle school mathematics teaching to a certain extent.