Research On The Design,Production And Application Of Micro-Course Of Mathematics Problem Solving In High School

With the in-depth advancement of education informatization in China,the research of micro-course has gone from basic theoretical research to all aspects of teaching practice.At the same time,problemsolving is an important teaching content of mathematic s teaching,which plays an important role in student development,especially in improving students’ ability to analyze and solve problems.Therefore,this research attempts to combine high school mathematics problem-solving teaching with micro-course.On the basis of Polya’s problem-solving teaching ideas,multiple representation theory,and cognitive load theory,the principles and strategies for the design of understanding problem-type micro-course are proposed.The design principles of high school mathematics problem-solving micro-course include student-centered principles,intuitive logic principles,and exposing thinking process principles;design strategies include:visualization strategies,prompting strategies,and naive thinking strategies.On the basis of combing the production methods of predecessors,this research creatively proposes the method of using Notability note-taking software to record high school math problem-solving micro-course,and introduces the method of using Adobe Premiere Pro 2020 software to edit problem-solving micro-course videos.Based on the above design principles and strategies,and the method of recording and editing micro-classes,the author designed and recorded a micro-course,used it in the teaching of Class 28 of Senior One,and conducted an effect evaluation analysis,taking the 2020 New College Entrance Examination National Paper I Mathematics Question 16 as an example.Finally,this research puts forward several application scenarios of high school mathematics problem-solving micro-course:student autonomous learning,teacher guiding student to learn,and teacher problem-solving teaching research.