Experimental Research On Micro-Topic Teaching Of Mathematics Review Lesson In Senior Three

Review is an important way to consolidate knowledge,deepen understanding and develop quality.As a normal class of mathematics in senior three,the review course has an important influence on students’ mathematics learning.Due to the tight time,heavy task,college entrance examination pressure and other reasons,the senior three mathematics review course also has the students’ main body status is not prominent enough,the review efficiency is not high.In recent years,micro-topic teaching as a new teaching mode has gradually attracted attention.Because of its features of small incision,deep research and strong pertinence,micro-topic teaching has good practical value in the review course.Whether and how to integrate micro-topic teaching into senior three mathematics review course,and what are the specific effects? The existing literature is mostly based on personal experience sharing,and empirical studies are few.The main purpose of this study is to investigate and analyze the current situation of mathematics review course in senior three and the understanding of teachers and students on micro topic teaching.Summarize the basic strategies of using micro-topic teaching in mathematics review course of senior three;To carry out experimental research on micro-topic teaching and test the effectiveness of micro-topic teaching.Specific research questions are as follows:⑴The current situation and review efficiency of senior three students math review,what are the shortcomings?⑵How do Senior three mathematics teachers understand and apply micro-topic teaching? What are the problems and effective teaching strategies?⑶How to carry out micro-topic teaching experiment research in the third grade Trigonometry review course? How effective is micro-topic teaching?In order to answer the above questions,760 students in liberal arts,science and art classes of senior high school in Z High School of Zhangjiagang were surveyed,and 18 of them and 16 teachers of senior high school in Z High School of Zhangjiagang were interviewed.Based on the results of questionnaire survey and interview,this paper summarizes and analyzes the existing problems and shortcomings of mathematics review in senior three.Based on literature analysis,this paper proposes a set of basic strategies for micro-topic teaching,and develops micro-topic teaching with "trigg function" as the content carrier.Teaching experiments are carried out in two parallel classes of senior high school in Z High School of Zhangjiagang.By analyzing the pre-test and post-test results of experimental class and control class as well as students’ feedback,the review effects of micro-topic teaching and traditional teaching are compared.The results of questionnaire and interview show that teachers and students have pointed out that there are some common problems such as low efficiency,simple repetition,etc.Both teachers and students recognize the advantages of micro-topic teaching and are willing to try micro-topic teaching.However,teachers lack micro-topic teaching strategies and have no clear ideas on topics selection and teaching design.Based on literature analysis,investigation and interview and classroom observation,specific strategies for micro-topic teaching are given from six aspects: selection of micro-topic content,design principles,implementation strategies,classroom structure,case design and video production.The results of teaching experiment show that the performance of both classes has improved,but the performance of experimental class is significantly better than that of control class.Micro-topic teaching can effectively improve the review effect.This study draws the following preliminary conclusions: The use of micro-topic teaching in the review course of trigonometry is beneficial to the construction of students’ knowledge system,the cultivation of students’ ability to transfer and apply knowledge,the enhancement of students’ ability to solve math problems,and the improvement of classroom review efficiency,the improvement of students’ math scores,the development of students’ ability and core quality,and the growth of teachers.Finally,the enlightenment,deficiency and future research direction of this study are discussed.