Research On The Application Strategy Of Micro-lessons In Geometry Concept Teaching In Primary Schools

Primary school students are interested in new things and dynamic things.Geometry concept teaching,as the basis of learning graphics and geometry,is the conceptual knowledge that students must master to understand and master spatial form.The study of geometric concepts is helpful for students to develop their spatial concepts and apply the preliminary knowledge of geometry to solve practical problems encountered in daily life and productive labor.Geometric form is to change various objects from concrete objects into abstract geometric shapes.When students understand geometric knowledge,they need to connect geometric forms with concrete objects.For primary school students,this process requires rich teaching materials to bridge students’ knowledge and thinking.In the teaching process of geometric concepts,teachers apply micro-lessons,which gives students a sense of freshness,makes the knowledge presented dynamic and interesting,and displays it to students through pictures and micro-lesson video materials on a large screen,which makes students feel curious and keeps them excited to learn all the time,which will greatly improve their learning efficiency.Under the premise of educational modernization,the "quality revolution" of online education in China has arrived.However,when teachers are rushing to pursue educational technology and educational information,how can teachers avoid blindly pursuing technology when applying micro-courses to geometry concept teaching in primary schools,simply presenting some aspects of teaching,and truly exerting the value of micro-courses to activate the classroom and reduce students’ learning load? In view of this,this research studies the application strategy of micro-lessons in geometry concept teaching in primary schools.Therefore,the main purpose of this study is to start from the basic situation of teachers’ application of micro-courses in geometry concept teaching,analyze the existing problems according to the survey results,and put forward corresponding solutions according to the problems.It is hoped to provide some theoretical guidance for the teaching research of mathematical geometry concepts in primary schools,and provide valuable reference for primary school mathematics teachers.This research mainly adopts the methods of literature research,interview and case analysis.Based on the research results at home and abroad,it deeply analyzes the necessity and feasibility of applying micro-lessons in geometry concept teaching of primary school mathematics,and then interviews teachers to understand the current situation of teachers applying micro-lessons in geometry concept teaching.After sorting out and analyzing the survey results,the following conclusions are drawn.First of all,at present,primary school mathematics teachers have basically used micro-lesson teaching in geometry concept teaching,and students also like this kind of class method.However,there are some problems in the application process,such as uncontrolled quality of micro-lesson,inadequate preparation before micro-lesson,indiscriminate use of micro-lesson,lack of evaluation system of micro-lesson,application of micro-lesson,and lack of micro-lesson resources.However,the influencing factors of teachers’ application of micro-lessons in geometry concept teaching include teachers’ lack of relevant learning channels,lack of teaching ability of micro-lessons,monotonous thinking of preparing lessons,lack of collective willingness to prepare lessons for micro-lessons,etc.There are many reasons in schools,such as the uneven teaching resources of micro-courses,the lack of high-quality micro-course resources,the lack of discipline teachers’ micro-course training,the lack of discipline organization and training exchanges,the different levels of school teachers,and the lack of relevant micro-course skills training.Therefore,based on this,this study will put forward strategies to promote the optimization of micro-lesson application in geometry concept teaching in primary schools from four aspects: schools,teachers,application process and evaluation feedback.