The Application Of Light Classroom Based On Micro Class In High School Mathematics Teaching Practice

The 21st century is a century of information technology index development.The popularity of smart phones,tablets and other digital products makes it easier for people to accept information and output information.In such a background,education is integrated into information technology,and the power of science and technology is needed to improve the quality of classroom."Flipped classroom" and "smart classroom" are outstanding representatives of education and information technology.However,they both have the problem of prolonging students’ learning time and relying too much on students’ self-discipline."Light-class" is a new teaching mode trying to balance the conflict between the new class and the traditional class.Light classroom is a teaching mode based on the micro class with systematic knowledge,standardized production and reusable,which is mainly used in the classroom and supplemented by after class learning,and real-time feedback learning by using information technology.It makes students’ learning return to the classroom and realize independent learning in the classroom.At the same time,due to the reusability of light-class,teachers can reduce meaningless repetitive work and have more energy to engage in teaching.The first,second and third chapters of this paper understand the origin and development status of micro-class through the literature review method.Under the support of constructivism learning theory,CPFS structure theory and humanism theory,the light-class teaching mode is proposed based on other teaching theories of micro-class.Through the questionnaire survey method,the fourth chapter helps understand the development and practical application of information technology in high school mathematics teaching at this stage,finding that there are some difficulties from theory to practice.Meanwhile,it analyzes the advantages and disadvantages of micro-class.The fifth chapter describes the connotation of light-class,including the systematization of high school mathematics knowledge structure,the unification of courseware production,the process of micro-class production and the specification of detailed requirements.It specifies the specific steps of micro-class production under the light-class mode,introduces the differences between light-class and other teaching modes based on micro-class,summarizes the teaching design of light-class,and presents the results of practice of the light-class.The sixth and seventh chapter,combined with the teaching practice of the school,constructs the practice of light classroom under the "general environment",and also looks forward to its ideal practice in the high school mathematics classroom based on the development of science and technology.Then,it analyzes its practical feedback and gets the conclusion that its teaching effect is not inferior to the traditional mode.The eighth chapter is the summary and reflection of the light-class teaching mode.I hope that more researchers will participate in the theoretical and practical research of light-class,provide some ideas for the research and practice of high school mathematics teaching,and jointly promote the development of education.