Research On Design Strategy And Application Of Mathematics Geometry Micro-Lesson Of Junior Middle School

The combination of internet and education,which will improve the development of micro-lesson,has been an essential resource in promoting China's “Education Informatization2.0 Action Plan”.Especially during the outbreak of COVID-19,the micro-lesson has become a vital learning resource in the teaching of middle school.The opinion,“we should integrate the information technology and mathematics curriculum,and encourage teachers and students to use modern technical means to deal with complex calculations and solve practical problems to make full use of time and energy to explore and discover the regularity of mathematics and to cultivate the innovative spirit and practical ability”,was stressed by “Mathematics Curriculum Standards for Compulsory Education(2011 edition)”.Although micro-lessons of mathematics are the product of the deep integration of information technology into mathematics teaching,the current research indicates that how to improve the quality of mathematics micro-classes has become an urgent issue for future researches due to the uneven quality of micro-classes of mathematics.“Graphics and Geometry” is an essential content in the four primary modules of mathematics teaching content in junior high school.It not only inherits the content of the flat graphics in elementary school but also builds an important foundation for geometry learning in high school.What's more,its contents aim to cultivate students' core qualities such as visual perception,intuitive imagination,abstract thinking,logical reasoning,and so on.But this content has become the pain point of learning and hard to play its role as a function because of the standardization of the mathematics pictures,the abstraction of language,and the logic of reasoning.Therefore,this article tries to designs and applies micro-classes to solve the pain points of geometry learning to improve the effect of geometry teaching.This study is mainly carried out from two aspects of theoretical research and practical research.The steps are as follow.From the aspect of theoretical research,the writer searched the literature firstly,mainly about the definition of micro-lesson from home and abroad.Also,the previous study and itscontents which refer to the micro-lesson in the senior high school would be shown.Then,the author will present the previous studies of micro-lesson,which was used as an auxiliary teaching method.Finally,the theories referred to this study will be present,namely,the learning concept of mathematical multivariate representation,and core words of the mathematics curriculum standards for compulsory education.The strategies used to design the micro-lesson of geometry are also presented after reviewing the previous strategies of micro-lesson of geometry.The strategies are as follow,(1)Visualization of intuitive imagination,(2)Discernment of knowledge results,(3)Dynamization of multiple connections.Starting from practical research,the form which combines the traditional classroom and micro-experiment(The traditional class will include the micro-lesson,which is an auxiliary means of teaching to explain the teaching key points)is adopted,that is to say,the questionnaire(including pretest and posttest),the paper examination(post-testing),the after-class interviews among students and front line teachers,and online evaluation collection and other research methods will be included.Also,The design strategy of micro-lesson in junior high school mathematics geometry will base on the multi-representation learning concept of mathematics.The purpose is to test whether it achieves the purpose of improving the traditional teaching method,enriching the teaching methods,increasing students' interest in learning,improving students' learning emotions,and improving teachers' teaching effects and benefits.The results are as follow.By designed micro-lesson based on a series of geometries,these micro-lessons have significant affection in improving students' achievement in math.Also,the micro-lessons have significant influences in students learning process(such as the knowledge of the emotional,emotional attitude,etc.).What's more,the vast majority of students agree with the micro-teaching assisted teaching model.There is still further thought in this study: how to integrate the maximum benefit of micro-classes into the classroom and make it a part of the class as an auxiliary role,and how to let micro-classes play the most active role in traditional teaching instead of a kind of teaching which affected by the micro-lesson.However,these issues are still worthy of continued attention and research in the future researches.