Research On The Design And Practice Of Junior High School Mathematics Micro-course Based On TPACK Theory

With the rapid development of information technology,great changes have taken place in people's living standards,especially the combination of Internet technology and education and teaching,which has injected new vitality into the field of education.In the information age,not only students should have the ability to acquire and process information,but also teachers should be able to use technical means to assist teaching.Therefore,micro-lectures have been sought after for their unique advantages.But the shortcoming is that most teachers lack the ability to design micro-lessons.Therefore,the proposal of TPACK theory can effectively combine teachers' subject knowledge,technical knowledge,and teaching knowledge,and the micro-course design under the guidance of TPACK theory has become the focus of educator research.Based on reading and analyzing the Chinese and foreign literature related to TPACK theory and micro-course design,and combined with the ADDIE instructional design mode,The research constructs the micro-course design mode under TPACK theory,and carries out the main components of this mode.Specific elaboration provides a theoretical reference for the design of future micro-lectures.In order to test the effectiveness of the constructed micro-lesson design model based on the TPACK theory for junior high school mathematics teaching,this study takes a very important knowledge point in the junior high school geometry teaching "The Shortest Path Problem General Drinking Horse" as an example to design a specific micro Teaching case and classroom practice.The research object selected by the experiment was students in two parallel classes of seventh grade in a middle school in Xi'an.The experimental class was taught in micro-classes based on the TPACK theory,while the control class was taught in the traditional way.At the same time,in order to ensure the scientificity of the experiment,this experiment adopts the method of forward and backward measurement.We used the seventh grade final exam results as the pretest scores,and used IBM SPSS Statistics 26 statistical software to perform normality test,homogeneity test of variance and independent sample t test..Then the experimental class received experimental treatment,while the control class was taught using the usual teaching strategies.After the lecture,the post-test papers of Generals Drinking Horses of the Shortest Path Problem were used for testing,and the results were used as post-test evaluation criteria for student learning.In the same way,the normality test,the homogeneity test of variance and the independent sample t-test were respectively performed,and it was concluded that the results of the two classes after the experimental treatment showed significant differences.It can be seen that using micro-classes designed based on TPACK theory to teach can effectively improve students' academic performance.