Research And Practice Of High School Mathematics Teaching Mode Based On Micro-curriculum

Currently, all the parts of people's lives are filled with various products of "micro" era, education is no exception. Micro-course, a product of the information age, has been gradually applied to mathematics teaching. The consistency of traditional teaching and the immobility of time and space have resulted in serious inefficiency and ineffectiveness, which makes it difficult to meet students' individual learning needs and eventually fails to keep up with the time. In the information age, the emergence of micro-courses will change the conventional teaching methods for teachers. And for students, micro-courses, as a learning resource, will meet their individual needs better.Today, micro-course has been more and more attention and study. The researchers hope to see from its body of information technology for the development of education, teaching mode to see the possibility of change in the way of learning. Many at the forefront of education reform school curriculum in basic research on micro-course, exploring teaching model line with their actual conditions, subject teachers are also exploring ways of teaching their discipline, so the emergence of a lot of micro-based curriculum teaching model. For these reasons, this paper, through research, to explore a high school mathematics teaching model based on micro-courses.The overall research ideas of this thesis is the use of layers of progressive way, mainly through the definition of micro-course and advantages and disadvantages of the traditional teaching model.The author builds up high school mathematics teaching mode of micro-course------ the "autonomic· cooperative · presentative" teaching model, and optimizes the mode to optimize part and make recommendations based on the experimental results.Given the research questions and the research object, the research uses literature, investigation and experimental methods.The following text is divided into six sections:In the first chapter, according to the historical background, the problems of traditional teaching model, the characteristics of the micro-math courses, and domestic and foreign research review, the purpose and research ideas are presented.In the second chapter, the author sums up the theory on the definition and characteristics related to the micro-course, and review the related literature.In the third chapter, by investigating and analyzing the current situation of high school mathematics teaching and the needs of students, the author discusses the significance of introducing micro-teaching to high school mathematics teaching.In the fourth chapter, based on student questionnaires and the analysis of the content of high school mathematics teaching, step by step,the author builds up high school mathematics teaching mode of micro-course------ the "autonomic· cooperative · presentative" teaching model, and describes the role that micro-course plays in high school mathematics teaching.In the fifth chapter, taking the lesson " the application of categorized discussion to monotonicity function” as an example, the author illustrates the application of the teaching model of high school mathematics teaching based on micro-course. With the reference to the experiment results, the author analyzes the advantages of the micro-course.In the sixth chapter, the author summarizes the results, innovation points, as well as aspects for improvement, and puts forward the prospects for directions of future research.