Research On The Teaching Design Of Mathematics In Junior Middle School Assisted By Micro-lectures

In recent years,with the continuous development of information technology,with it comes the informatization of teaching and the digitization of learning.In traditional teaching,teaching should be based on the rules of students’ mastery.The emergence of information-based teaching emphasizes that students should learn independently and put students at the center.Teachers and students explore together.Micro-lecture-assisted teaching not only improves students’ interest in learning,but also helps students develop more comprehensively.In mathematics teaching,it is not enough if students just learn knowledge and how to answer questions.What’s more important is to cultivate students’ divergent thinking with multiple solutions to one problem and logical thinking of rational problem-solving through effective means.When students encounter problems in life,they can understand rationally,analyze them carefully,and deal with them correctly.There are some problems in the mathematics teaching of junior high school at this stage.For example,students’ mathematics foundation is weak,teachers’ teaching concepts are lagging behind,and the amount of class hours is insufficient.Micro-lecture-assisted teaching can help students,and each student can check and fill vacancies according to their actual situation.At the same time,through new teaching concepts,teaching methods and teaching methods,the traditional knowledge-based mathematics classroom has been transformed into a process of using technology as a means and inspiring students’ thinking to help students actively acquire knowledge and learn to solve problems.This research studies the application of micro-lectures to assist mathematics teaching.mainly includes:For background,refer to a large number of relevant literature.In-depth understanding and summary of the origin and concept of micro-lectures at home and abroad;summarizing and discussing the relevant knowledge of micro-lectures and the theoretical basis of this research.Including the concept and characteristics of micro-lectures,constructivist learning theory,cognitive load learning theory,Polya mathematics education thought.A survey of mathematics teachers in a middle school.From the three dimensions of the distribution of teachers,the understanding and use of micro-lectures,the difficulties and suggestions of using micro-lectures,this paper analyzes and summarizes the actual situation of teachers in our school using micro-lectures to assist mathematics teaching.The following conclusions are drawn: Most teachers in our school have already had some knowledge of micro-lectures at the knowledge level before,and are willing to learn and make micro-lectures.However,due to the high pressure of teaching,there is not much time for learning and making micro-lectures.I hope to provide some excellent courses or simple methods of making micro-lectures.In response to the analysis results,the author combines the research status at home and abroad and the relevant knowledge and theoretical basis of micro-lectures to determine the principles of micro-lecture-assisted mathematics teaching,the general process of teaching design,the selection of micro-lecture tools,and the specific use and production processes.According to the micro-lecture production and development process,combined with the teaching reform of our school,the development of two micro-lectures before and after class is completed,and the specific case production of micro-lecture-assisted mathematics teaching is realized.Two micro-lectures are used before and after the actual teaching.Through the interview method and the experimental research method,the implementation situation after the micro-lecture assistance is clear.Through the feedback of teachers and students in the interview results,we can clarify the differences between micro-lecture-assisted teaching and traditional teaching;the advantages and disadvantages of micro-lecture design;help the quality of micro-lectures to be further evaluated,improved and optimized.Through the analysis of the results of the experimental class and the control class,it is concluded that the micro-lecture-assisted teaching has an effect on improving the students’ performance;at the same time,the improvement of the question part has a more obvious effect.It is determined that micro-lecture-assisted mathematics teaching in junior high school is basically effective,and then it helps junior high school mathematics teachers to apply micro-lecture-assisted teaching.