Experimental Study On The Introduction Of High School Mathematics Concept Micro-course

In the knowledge hierarchy of mathematics, mathematical concept is the core of the “four- base” teaching, is the logical basis of deducing mathematical theorem,mathematical formula and laws, is the focus and difficulty of high school mathematics teaching, so, mastering mathematical concept is a prerequisite to learn mathematics. The Ordinary High School Mathematics Curriculum Standards clearly points out:“ Obtaining basic mathematical knowledge and basic skills, understanding essence of basic mathematical concepts and conclusions, knowing background and application which produced by concept and conclusion, appreciating the implicated mathematical thoughts and methods, and their role in the subsequent learning.Through different forms of autonomous learning, inquiry activities, experience the process of mathematical discovery and creation.” This requires teachers to guide students to focus on tracing to its source in the teaching of mathematical concept,re-take the road to find concept, let students experience the formation of the concept.According to the senior high school mathematics concept classes, it is found that many teachers think highly of conclusion but light of process in concept teaching,they are accustomed to giving the concept directly, listing matters needing attention,cause that many students can't truly understand the essence of concept. Micro class,as a form of teaching resources, has become important educational technology in the field of basic educational informatization. Through the study of relevant theories, the author, combined with her own teaching practice, applies the micro classes to high school mathematical concept teaching, and puts forward the teaching strategies of micro class leading-in.First of all, the author reviewed the domestic and foreign literature about concept teaching of high school mathematics and micro class, carries out theory analysis on senior high school mathematical concepts and micro class leading-in on the basis of the current research status, starting with defining the concept of micro class leading-in, and next explains the meaning of micro class leading in high school mathematical concept, then it introduces the role of micro class leading-in in the concept formation and concept assimilation, meaningful learning theory,discovery learning theory and re-creation mathematics theory, found a theoretical basis for the study of this thesis.Secondly, the thesis carries out teaching analysis to micro class leading-in of high school mathematical concept, puts forward the design principles and teaching methods of micro class leading-in, analyzes the feasibility of micro class implementation, and applies it to teaching practice. Choosing two classes which are similar in every aspect, one as the experimental class, the other as the contrasted class, adopts methods of experimental research, teaching strategies of micro class leading-in were applied to three teaching cases: parity concept of function,the logarithm concept and the concept of lines on different planes, deeply analyze the result of instant detection and delay detection by using SPSS software,in order to understand whether the micro class is more effective than the traditional preview, whether it is beneficial to all students, whether can improve students' ability to find and solve problems and whether it can improve the quality of teaching. Based on the concrete situation of experimental research, the authorcompiled the questionnaire, to understand the students' acceptance of this teaching strategy, opinions and suggestions, to provide reference for better teaching.Finally, the analyses are focused on the following three aspects: first, if the teaching strategies of micro class leading-in promote students to understand new concepts; second, understanding the influence to students' learning effect and influence to students of different levels( gifted students, ordinary students, students with learning difficulties); third, what is the separate effect for micro class leading-in to algebraic concepts and geometric concept, what kind of impact? Come to the following conclusions:(1) “Micro lesson” teaching strategies can improve the effect of high school students' mathematical concept learning.(2) “Micro class leadingin” teaching strategies can promote normal students and students with learning difficulties in learning, but for gifted students, the effect is not obvious; can promote the students' retention to new concept learning, but for ordinary students and students with learning difficulties, the maintaining effect is not obvious.(3) The effect of micro class leading-in teaching strategy is better in aspect of geometry than algebra.(4) “Micro class leading-in can run through the whole process of mathematical concept learning.(5) The content of “micro class leading-in” can be diversified. Combined with the result analysis of questionnaire and reflection of teaching, the author carries out detailed analysis to the conclusion, and puts forward the prospects of teaching.