The Present Situation And Countermeasure Study Of The Micro-lecture Teaching Of High School Mathematics Teachers

Information technology has been deeply integrated into all aspects of mathematics classroom teaching,and has had a great impact on mathematics teaching.Through the investigation and interview of senior high school mathematics teachers and teachers of the information class or science and research staff,This paper mainly studies the following two questions: What are the advantages and main problems in the teaching of micro-lecture for senior high school mathematics teachers? What strategies should be adopted to improve the existing major problems?In order to study the above problems,the following methods are adopted,like literature research,questionnaire survey,interview,participatory observation method and so on.In four senior high schools with information classes,64 math teachers were selected to conduct a questionnaire survey,and 9 teachers of the information class or science and research staff were interviewed.It is found that,on the one hand,the micro-lecture teaching of senior high school mathematics teachers has achieved certain results,accumulated different teaching resources and teaching skills,promoted the development of teachers' professional and information-based teaching ability,and improved teachers' teaching and research ability.On the other hand,there are still many problems in the teaching of micro-lecture for senior high school mathematics teachers,such as the lack of understanding of micro-lecture teaching,the lack of effective operation mode of microlecture teaching,the dependence of traditional teaching mode,the lack of effective teaching achievement evaluation mechanism,the lack of professional guidance in educational technology,low applicability of network micro-lecture,and poor microlecture making technology,etc.Aiming at the main problems,this paper puts forward strategies to improve the micro-lecture teaching of senior high school mathematics teachers under blended learning combined with the actual situation of the school.Joint teaching famous school,learn from the exchange,learn micro-lecture teaching skills;Analyzing the present situation of development,changing ideas and clarifying the role of micro-lecture teaching;Set up exchange group,integrate technology,promote the development and construction of micro-lecture;Study the theory of education,combine practice,improve the ability of micro-lecture research;Combining the characteristics of knowledge,practice Teaching to promote the effective use of micro-lecture;Pay attention to process evaluation,Scientific assessment and motivate teachers to promote micro-lecture.In the course of micro-lecture development,we should: scientifically select topics,reasonably design;plan as a whole,clear division of labor;make micro-lectures,highlight the theme;release resources,try to improve and perfect.The basic links of micro-lecture teaching in information class are as follows: review and look back,explore new knowledge;interactively discuss,explain the new lesson;by practice,check the missing;watch the micro-lecture,internalize knowledge;self-diagnosis,summary and reflection.The interview found that the six strategies play a positive role in the development of teachers and students,teaching research and other aspects,and compared with the conventional micro-lecture teaching,The basic links of micro-course teaching in information class is recognized better by teachers and students.To a certain extent,it is more beneficial to effective micro-lecture teaching,better achieve the desired goal.