Research And Practice Of Microlearning To Help Personalized Learning In Middle School Mathematics

In April 2022,the Ministry of Education issued the Compulsory Education Mathematics Curriculum Standards,which emphasizes that mathematics education should meet students’ individual development needs and achieve personalized learning.However,in practice,the differences in students’ learning bases and learning styles make it difficult for teachers to take into account the learning needs of different students in the classroom,and in the long run,the gap between students will become wider and wider.In order to solve this problem and achieve the teaching goal of enabling every student to have a good mathematics education and different people to have different development in mathematics,this thesis combines "microlearning" and "personalized learning in middle school mathematics".In this thesis,we combine "microlearning" and "personalized learning" to improve and practice the personalized learning mode of middle school mathematics.First,we conducted a survey among teachers and students in a middle school in Kunming through questionnaires and interviews to find out the willingness of teachers and students to conduct research on microlearning for personalized learning in middle school mathematics and to analyze the feasibility of using Smart Learning Network to conduct relevant practical research.Secondly,guided by the multiple intelligence theory and human-centered education concept,the existing personalized learning model and teaching effect analysis strategies were improved,and the microlearning personalized learning model for middle school mathematics was proposed from two perspectives of teachers and students respectively,and the result analysis strategies of this study were proposed in terms of using the effectiveness evaluation strategy and the personalized evaluation scale.Finally,in order to exclude the influence of students’ learning bases on the experimental data,this study conducted experimental research in three teaching levels of the eighth grade in a middle school in Kunming,respectively.In the experimental group,teaching activities were carried out using the personalized learning mode of microlearning middle school mathematics,diagnosing students’ classroom learning through Zhixue.com,pushing personalized microlearning resources for students after class,collecting and organizing students’ knowledge mastery in the process,and forming students’ personalized learning manuals;in the control group,teaching was carried out using the traditional teaching mode.After the teaching of each chapter,a uniform quiz was organized for the grade level,and personalized microlearning were pushed for students again based on academic data.At the same time,the effectiveness of the use of the personalized learning model was obtained by using the effectiveness evaluation strategy to analyze the score rate of knowledge points,test passing rate,passing rate,mean score and standard deviation of the experimental and control groups;the personalized evaluation scale was used in the case to assign scores to the personalized learning of students in the experimental group from both qualitative and quantitative aspects to analyze the impact of the model on students’ personalized learning.Through the process of research and analysis,model improvement,model practice and effectiveness analysis,this thesis concludes that the use of the personalized learning model proposed in this study is more conducive to improving students’ mathematics learning efficiency than the traditional teaching model,and the data-oriented microlearning can meet students’ personalized learning needs.