Research On The Application Of Micro-lecture In The Teaching Of Mathematics Problem-solving In Junior High Schools From The Perspective Of Deep Learning

The 21st century is an era of rapid development of informatization.National policies promote educational informatization,and teaching methods are also undergoing essential changes under the influence of information technology."Artificial Intelligence + Internet +Mathematics Education" has become a key topic in the field of mathematics education at home and abroad.The traditional teaching method,which is mainly based on teacher teaching and students receiving,is being replaced by new teaching methods of network,mobile,and miniaturization.As a product of the in-depth integration of information technology and mathematics courses,mathematics micro-classes can effectively improve traditional teaching methods and meet the development of the times.Mathematics problem-solving ability is an important inspection target for various examinations and a manifestation of students' comprehensive qualities such as analysis and understanding of problems,logical thinking,and theoretical proof.This article explores the strategies of mathematics problem-solving micro-classes based on the concept of deep learning and mathematics problem-solving to link the flexible and interesting micro-class-assisted problem-solving teaching with traditional mathematics problem-solving teaching to achieve breakthroughs in problem-solving difficulties.,To promote the dual purpose of students' deep learning.This research mainly discusses two aspects: theoretical research and practical research.In terms of theoretical research,firstly,by consulting a large number of documents.The concept of deep learning and its research status is sorted out.The concept of micro-courses and the current status of micro-course applications are summarized;secondly,the essential characteristics and occurrence process model of deep learning are explained.Trying to reveal "the mechanism of deep learning." Thirdly,according to the basic rules of mathematics problem-solving teaching and the characteristics and occurrence process of deep learning,five strategies for applying problem-solving micro-classes are proposed: asking questions-creating suitable situations,and cultivating problem awareness;analyzing problems-understanding the meaning of problems,To stimulate thinking spark;to explore the problem-to pursue multiple solutions to one problem,to find the optimal solution;to solve the problem-to determine the problem-solving strategy,to generate standardized solutions;reflection transfer-to share ideas and change the problem in time.Finally,based on the teaching experiment and the exchanges of relevant experts,the focus is on the analysis of three cases using micro-courses to assist teaching.In terms of experimental research,the main focus is on teaching experimental research.Qualitative and quantitative analysis is conducted through experimental methods such as questionnaire surveys,case interviews,and before and after test papers,to test the feasibility and effectiveness of the application strategies of problem-solving micro-classes,and to explore the application Micro-class assisted problem-solving teaching has an impact on students' learning outcomes and variables in mathematics learning process.The research results show that the problem-solving micro-classes based on strategies have better teaching effects on students' knowledge construction,problem-solving ability,and thinking level,which can effectively increase students' interest and attention in class,and significantly improve experimental classes.Student's academic performance;students' willingness and emotional attitude more willing to use micro-classes to learn independently have been improved.