| Today in China’s educational field,as the construction of basic information resources keeps deepening and the education and teaching reform continues advancing,studies on micro-lessons that prevail the education field has gradually expanded from the theoretical exploration to all aspects of education and teaching practice and the types become increasingly varied.The problem-solving micro-lesson is a type of micro-lesson commonly used in junior high school mathematics subject.With analysis and explanation of examples,exercises,and test questions as its main content,it emphasizes on the methodology and methods of problem solving.An important digital education resource as problem-solving micro-lesson is,its design and development remains an important task in the process of information of education.However,as the problem-solving micro-classes developed by most teachers have been recorded based on experience,there exists a lack of scientific design and basic production rules,thus the problems in the application of those micro-lessons.It is worth exploring on how to make use of the characteristics of problem-solving micro-lesson to create best qualified self-learning resources for students.Based on the theory of autonomous learning,mastering learning theory and Individualized learning theory,this paper mainly discusses the following questions: what are the characteristics of qualified problem-solving micro-lessons? What are ideas and procedures of their designing? How to apply them and what are the effects? With students and teachers of one class in the first grade of H Middle School in Henan province as the research subject,and questionnaires and interviews as research tools,this paper intends to design and practice problem-solving micro-lessons,so as to evaluate the effects of their implementation.First,this study defines and summarizes problem-solving micro-lesson and its theoretical basis;then by means of questionnaire,analyzes the present situation of its application in junior middle school teaching.Through literature review and analyses of successful cases,the study extracts the characteristics of problem-solving micro-lesson as well as the ideas and procedures of their designing,based on which to produce models applied in on-class exercise,homework,and evaluation of the examination paper.After that,according to the effects and problems arising in the application process,conclusions and further suggestions are put forward to provide scientific reference for the design and production of problem-solving micro-lessons,in order to improve the quality of video resources applied in fundamental education and to promote the development of information technology in secondary education.The research shows that the junior high school students have a great demand for high-quality problem-solving micro-lessons,but in their developing teachers tend to cower back in face of the difficulty.High-quality problem-solving micro-lessons highlight the following features:(1)basement on typical examples and emphasis on the practice of question interpreting and solving;(2)focus on the presentation of problem-solving methodology and methods;(3)in-time summary for the construction of cognitive framework and cultivation of students’ divergent think in;(4)emphasis on timely recommendation of similar exercises to form learning effects by analogy;(5)focus on the learner’s audiovisual experience in the aspect of technical forms,turning students into active learners;(6)teachers’ creation of doubts with key nodes in elaborating on problem solving to continually stimulate students’ interest;(7)concern with the presentation of basic knowledge in the design of content for strengthening students’ command of basic concepts and conceptual logic.Meanwhile,school leadership should pay attention to the construction of school-based resource repertoire,and increase the utilization of video resources for problem-solving micro-lessons. |
PDF Full Text Request