The Design And Practice Of “micro-lesson” In Junior Middle School Mathematics

The advent of the era of “Internet +” has brought continuous updates to the education and teaching model,then the “micro-lesson” that is more in line with the teaching requirements has become the new favorite of front-line teachers’ research and development.Mathematics is an important basic subject in junior middle school education,and “Graphics and Geometry” is one of the big modules.However,due to the age problem of middle school students,their logical reasoning ability and spatial imagination ability are not mature and with some other factors,they often have difficulties in learning this part of knowledge.The “micro-lesson” has the characteristics of short,concise,visualization and can be used repeatedly,which has infinite application space in mathematics teaching of this part of knowledge.The research content of this paper is the design and implementation of micro-lesson in“Graphics and Geometry” teaching.According to the needs of the research,this paper begins with the definition of relevant concepts such as the “micro-lesson”.After reviewing a large number of relevant literatures at home and abroad,it is found that up to now,there are few “micro-lesson”case studies on specific subject teaching in China,and more research on the “micro-lesson”teaching case design and practice in junior middle school mathematics “Graphics and Geometry”needs to be done.Then,based on the questionnaire survey of some junior middle school mathematics teachers and students,the author further clarifies and verifies the necessity and urgency of the development of the “micro-lesson” in “Graphics and Geometry” teaching.Under the guidance of constructivism,micro-learning and autonomous learning,the main principles of the“micro-lesson” design in “Graphics and Geometry” teaching are determined: miniature,intuitive,dynamic and student-centered,and the “micro-lesson” teaching design process in “Graphics and Geometry” is constructed.According to the knowledge characteristics of “Graphics and Geometry” in junior middle school,this paper respectively corresponds to the three categories of“graphics and proof”,“graphics transformation” and “reasoning proof”,then designs and develops three “micro-lesson” cases,and conducts a practical study to verify the operability of the practice of the “micro-lesson” in “Graphics and Geometry” teaching.During the follow-up interview with the students in the implementation class,it is found that the “micro-lesson” in junior middle school mathematics “Graphics and Geometry” teaching gets wide recognition from students.It raises students’ learning enthusiasm of mathematics,reduces the difficulty of learning,closes the gap between students and is an effective supplement of traditional “Graphics and Geometry”teaching.Meanwhile,the author reflects on the problems existing in the design and implementation of the “micro-lesson”,then concludes the implementation strategy of the “micro-lesson” in junior middle school mathematics “Graphics and Geometry” teaching from the two aspects of design and application.