Design And Research Of Junior Middle School Mathematics Concept Micro-Lecture Based On APOS Theory

In recent years,"Internet + Artificial Intelligence + Mathematics Education" has become a hot topic in the field of mathematics education at home and abroad.Under the development trend of in-depth integration of information technology and mathematics education,micro-lecture stands out in the era of educational information due to its prominent themes,short and concise,convenient application and quick transmission.Micro-lecture not only can be a powerful means to assist teachers in teaching,but also meet students' personalized and fragmented learning needs.At present,the importance of micro-class research has been gradually increased,but the quality of micro-lecture is uneven,so how to design and optimize mathematics micro-lecture has become an urgent issue to be studied."Number and Algebra" is one of the important fields of junior middle school mathematics curriculum.Although real Number occupies a small space in this field,its position as the second expansion of the number system is significant,the concept of real number correlation is the basic tool to solve other mathematical problems.APOS theory is one of the most influential models in the study of concept learning.Therefore,under the guidance of APOS theory,this study attempts to propose the design strategy of optimizing concept-class micro-lecture and discuss the influence of optimization strategy on micro-lecture teaching effect by taking "real Number" in section 3 of chapter 3 of grade 8 of Hunan version as the teaching case.The article mainly carries on from the the aspects of theory and practice on the detailed discussion.In theoretical research,through the combination of theoretical speculation and empirical summary.Firstly,by referring to a large number of references,this article summarizes the brief history of mathematics micro-lecture at home and abroad,and the recent research status of the design and application of mathematics microlecture.Secondly,based on the source and foundation of APOS theory,this article sorts out the research status of APOS theory at home and abroad and the micro-lectureresearch designed by APOS theory.Then,according to the learning law of mathematical concepts and the four-stage characteristics of APOS theory,the article puts forward the four design strategies of mathematics concept micro-course: Activity stage--Create situations and participate in activities;Process stage--Take the question chain as a guide and go through the process;Object stage--Vary the concepts and distinguish the essence;Schema stage--Highlight the connections and form the structures.Finally,under the feasibility analysis of using APOS theory to design real number concept course,three real number series teaching design cases are optimized.In practice research,through the combination of investigation and case interview.Questionnaires were issued,classroom observation was conducted,and typical students were interviewed to analyze the influence of optimized micro-lecture on students' math learning.The effectiveness and teaching reference value of conceptual micro-lecture design strategy are compared and analyzed through further investigation on undergraduates and front-line teachers.The result shows that more than eighty percent of junior middle school students,undergraduates and front-line teachers have a positive attitude towards the optimized version of micro-lecture designed based on APOS theory.Students have improved their knowledge understanding and emotional attitude after learning the optimized version of micro-lecture,and the teaching effect of the optimized version of micro-lecture has been significantly improved compared with the original version.