The Application Of Micro-course Based On ACT-R Theory In High School Mathematics Teaching

As Shanghai continues to intensify its second-phase curriculum reform,teachers’ educational concepts and teaching methods must also continue to progress.How to cultivate an effective mathematics classroom under the concept of the second-stage curriculum reform has become an imperative problem before us.Micro course is based on the actual teaching needs of teachers,and it is developed and produced by themselves.It is a small video course in about five minutes,which foicuses on solving some key difficulties in teaching.As a new thing,micro course is becoming a new type of teaching model,which provides a more efficient teaching method for classrooms and brings more changes to classroom teaching.Based on the theory of ACT-R,this paper studies the application of micro course in high school mathematics teaching.First of all,through the literature research method,summarizing the domestic and foreign research results related to micro course,as well as the relevant content of ACT-R theory,to provide the basis for the study and theoretical basis.Secondly,taking a senior high school student from a high school in Shanghai as the research object,conducting questionnaire surveys and interviews to understand the students’ mathematics learning status and learning habits,as well as the students’ acceptance of new teaching modes such as the micro course teaching model,will help the later stage of teaching practice.Then,based on the survey data and analysis results,the case study method was used to conduct the practical study of micro course teaching,and the application strategy of micro course in high school mathematics teaching was discussed.Finally,on the basis of investigating the results of the research and the teaching case,the research conclusions are summarized.Through questionnaire survey,it is found that the micro course has problems in the application of high school mathematics teaching:(1)The students’ consciousness is limited when they watch the video to study the micro course released by the teacher.Just relying on students’ self-consciousness will greatly reduce the effectiveness of teaching;(2)Students’ interest in studying mathematics micro course needs to be improved.Students are not enthusiastic about watching micro course videos.In the process of self-study,there is a lack of interaction between teachers and students in class and among students;(3)Students’ habit of using micro course for learning and reviewing mathematics knowledge has not yet been developed.In view of the existing problems,combined with the ACT-R theory,this article summarizes the strategies of micro course in high school mathematics teaching:(1)focus on typical examples,use micro course to conduct pre-study voluntary learning;(2)select consolidation exercises,use micro course conduct homework counseling;(3)Pay attention to relocation and understanding,use micro course to review and consolidate.Then it is applied and tested through the teaching case practice:(1)In the case of “junior high school convergence”,the junior high school knowledge is reviewed through micro course and the understanding is deepened,and the knowledge is migrated to the new situation;(2)In the case of “binomial theorem”,using micro course to teach new knowledge,and through the feedback of students’ learning status,inspire students’ interest and enthusiasm for learning,and improve the efficiency of teaching;(3)In the case of “Triangle Ratio Practice Counseling”,using the micro course to explain the exercises,to reinforce the students under the premise of foundation,the effect of stratification and explanation will be helpful to the individual development of students.