| In recent years,"Internet+education" and the outbreak of the epidemic have made blended learning gradually become an important measure for education in the pandemic era.As a typical online teaching method,live-streaming class meeting in the demands of "Internet + education" such as mobile learning,hybrid teaching and dual-teacher class as well as the realistic demands of "class suspension without suspension" due to its distinctive characteristics of real-time interaction and sharing.Based on the Horizon Report 2021:Teaching and Learning New Normal Edition also proposed "adopting mixed course mode,developing new modes of online and offline integrated teaching,and promoting innovation of education mode in the pandemic era",indicating that the live-steaming calss have gradually become a hot topic in the field of online education research.In the pandemic era,the primary school,junior high school and senior high school teachers need to be prepared quickly move from offline teaching to online live teaching in the event of a sudden outbreak.However,the existing research on live-streaming teaching mainly focuses on model design and theoretical research,and there are a few studies on specific lesson examples.Therefore,it is urgent to explore how to design live mathematics classroom according to specific class cases and how to effectively carry out live mathematics teaching.The aiming at the practical problems in the design and application of live-streaming class meeting for mathematics problem solving in senior high school 10 grade students,a variety of research methods have been comprehensively applied and carried out of theoretical and practical research.Theoretically,first,through the knowledge mapping concept,the research status and research hotspots of live-streaming classes and mathematical problem solving are sorted out,and some thoughts and suggestions are put forward.Second,based on Polya's problem-solving theory,multiple-representation learning theory and SOLO classification theory,it proposes a teaching design strategy for a live-streaming class of mathematical problem-solving: clarify the problem,sort out key of information,visualize the mapping concept,try to answer,and seek the correlation of information,focusing on the subject's attempts,analyzing the solution,focusing on the reasons for the solution,presenting false-true details,reflecting on the transfer,mapping concept context,strengthening the application of what has been learned,and exploring the questioning design strategy: asking conditions,focusing on important conditions,mining hidden information,asking questions ideas,strengthen knowledge associations,pay attention to internal connections,ask for details,expose error-prone thinking,show generated resources,ask harvests,guide reflection and summary,promote migration and innovation,and discuss interactive design strategies for live-streaming classes.Practically,using the above teaching strategies to Beijing normal university version of the "ordinary high school mathematics textbooks(compulsory)" in the "function of application of the parity","the application of the graph and properties of simple power functions" and "the application of logarithmic to design problem-solving live-streaming classes for topics such as the application of the bottom-changing formula”,focusing on teaching experiment methods,combined with questionnaires,interviews,etc.,to explore the impact of math problem-solving live classes on students' learning effects.Among them,the control group used the same Micro-lecture,which are more similar to the teaching environment of live-streaming are online learning.The research results show that compared with the micro-lecture of mathematical problem-solving,the live-streaming class of mathematical problem-solving can significantly improve to the teaching effect of problem-solving,and at the same time,it has a positive impact on students' problem-reviewing ability,problem-solving method and reflection consciousness. |
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