| In recent years,the "Internet + education" and the outbreak of the epidemic have prompted mixed teaching to gradually become an important measure to deal with education in the post-epidemic era.As an important resource of information technology integration teaching,micro-lesson meets the requirements of "Internet + education" such as mobile learning and blended teaching,and is favored by mathematics educators because of its short,concise and easy to share characteristics.Although there are a large number of micro-lesson resources in the market,the quality is different.How to select high-quality micro-lesson resources and how to use live micro-lesson has become an urgent problem to be studied.As the fuel "stack" of mathematics informatization teaching in middle and western primary and secondary schools,"Mathematics Course Maker Space" strives to maximize classroom efficiency and optimize independent learning after class,and is committed to creating high-quality public math curriculum resources,with a wealth of junior middle school math thematic micro-lessons and supporting learning resources.Therefore,based on the "Mathematics Course Maker Space" platform,this study focuses on solving the following questions:(1)What is the mode and strategy of applying "Mathematics Course Maker Space" micro-lesson to assist junior middle school mathematics teaching?(2)What is the effect of the strategy of applying "Mathematics Course Maker Space" micro-lesson to assist junior middle school mathematics teaching?In the aspect of theoretical research,firstly,through literature research,the research status of mathematics micro-lesson and its application are summarized,and the resource characteristics of "Mathematics Course Maker Space" are introduced.Secondly,based on multiple representations and cognitive load theory,the "pre-class--in-class--after-class" mode of applying "Mathematics Course Maker Space" micro-class to assist junior middle school math teaching is constructed,and three application strategies are proposed: online self-learning before class to help personality development;answer questions offline in class to help internalize knowledge;after-school online summary deepening,help migration innovation.Finally,a case design of the application of micro-lesson assisted teaching is carried out in the section "Solving the one-variable equation(without parentheses)" in the mathematics textbook of Hunan Education Edition,in order to provide reference for teachers to apply micro-lesson assisted teaching.In terms of practical research,taking the contents of "Equation of One Yuan and One Time" as an example,through experimental research and case study,the influence of micro-lesson assisted teaching on students’ mathematics learning outcome,learning process and cognition belief under the strategy of applying "Mathematics Course Maker Space" micro-lesson assisted teaching in junior middle school is tested.Firstly,a comparative experimental study was carried out on two Grade one classes in a school through teaching experiments to explore the influence of applied micro-lessons on students’ mathematics learning results and learning process.Secondly,through the questionnaire survey,the experimental class was compared before and after,and the influence of applied micro-lesson on students’ cognition belief was discussed.Finally,on the basis of the teaching experiment,9students were selected from the experimental class to conduct a case study.By observing the students’ classroom performance,the changes in mathematics learning of students at different levels in the process of applying micro-lessons to assist mathematics teaching were further discussed.The results show that: under the guidance of strategy,the application of "Mathematics Course Maker Space" micro-class to assist junior middle school math teaching can improve students’ math achievement,improve their knowledge and belief in math learning,and have a positive impact on the learning process.Students at different levels have different changes in the learning process.The excellent students improved their mathematical thinking level and problem solving process,the middle students improved their mathematical learning style and emotional attitude,and the poor students improved their mathematical understanding ability and emotional attitude. |
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