| With the development of education informationization,at present,micro-courses of mathematical concepts are widely used in mobile learning and classroom teaching of mathematics.However,there are some phenomena in the design of such micro-courses,such as "paying attention to the form of concepts,diluting the essence of concepts;paying attention to the application of concepts and diluting the understanding of concepts",which make it difficult to cultivate students' core mathematical literacy and make their concept learning dull.Taste,learning effect is not ideal.Due to the lack of specific theoretical guidance in the design of most conceptual micro-courses,there are some problems in the teaching design,such as unreasonable teaching materials,insufficient compact and efficient design of teaching activities,which make it difficult to effectively improve students' learning effect and efficiency.Therefore,under the guidance of Freudenthal's thought of mathematics education,this study attempts to explore the basic principles of optimum design of micro-courses of mathematical concepts in junior high schools,and puts forward strategies for optimum design of micro-courses of mathematical concepts in junior high schools,so as to promote the effectiveness of micro-courses of mathematical concepts in junior high schools and improve the effectiveness and efficiency of micro-courses teaching.The following is a description of the research results from two aspects: theoretical research and practical research:In the aspect of theoretical research,firstly,from the definition of micro-course and its research trends,this paper outlines the related research of mathematics micro-course at home and abroad;secondly,it summarizes the main viewpoints of Freudenthal's mathematics education thought and related research trends,and analyses the main problems existing in the design of mathematics concept micro-course at present;secondly,based on Freudenthal's mathematics education thought,it discusses how to optimize the mathematics outline of junior high school.The basic principles of reading micro-lessons and the optimization strategies of designing junior high school mathematics concept micro-lessons are put forward,mainly including the strategies of mathematics reality,mathematics,recreation and mathematics reflection.Finally,taking "Understanding Inequalities" and "Basic Properties of Inequalities" as examples,based on the basic principles of optimization of micro-courses of mathematical concepts in junior high school,the optimization strategy of design of micro-courses of mathematical concepts in junior high school is adopted to optimize the design of micro-courses.In practical research,teaching experiment is the main part,and investigation research is the supplement.A month's teaching experiment is used to carry out practical research.This paper mainly takes "Understanding Inequality" and "Basic Nature of Inequality" as examples to illustrate the experiment.The original version and the optimized version of "Understanding Inequalities" and "Basic Nature of Inequalities" are applied to the teaching practice of the control class and the experimental class respectively.Through the comparative analysis of the results of the pre-test and post-test of the experimental class and the control class,and the questionnaire investigation and analysis,the paper examines whether the micro-class designed by the optimized strategy can have a positive impact on the students' mathematics achievement and concept learning process.From the results of the experiment,using the optimization strategy design to teach the junior middle school mathematics concept micro-class can significantly improve the students' mathematics learning performance in the experimental class;through the questionnaire survey,it is found that using the optimization strategy design to teach the junior middle school concept micro-class can significantly improve the students' learning style,learning emotion and so on. |
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