Research On The Design And Application Of Reflective Learning Activities In Precision Teaching

With the continuous integration of information technology and education and teaching,various advanced products such as smart devices and mobile terminals,as well as advanced technologies such as big data,cloud computing,artificial intelligence,etc.,have been continuously introduced in educational practice,all kinds of student data,teacher data,course data,etc.in the teaching process can be recorded and saved in real time,to analyze and mine student behavior data to characterize students' personalized characteristics,so as to carry out targeted accurate teaching.The rapid internal development has provided a new teaching method for the current field of education and teaching.However,the current intervention in precision teaching relies too much on the data results,and ignores the students 'own reflection and adjustment,which is not in line with the new situation of talent training,resulting in the students' learning effect is not ideal.Therefore,this study takes reflective learning as an intervention method in classroom precision teaching,and guides students to reflect in the form of learning activities in order to improve the learning effect of students in precision teaching.The study uses the literature method to analyze the relevant connotations of precision teaching and reflective learning,expounds the necessity of reflective learning in precision teaching,and takes the error attribution data generated by students in classroom evaluation as a starting point,combining constructivist theory Metacognitive theory has constructed three types of activities for reflective learning in precision teaching(open,support,summary and improvement).Secondly,the experimental method is used to test the effect of reflective learning activities in precision teaching.Taking all the students in the second grades of a school in Zhejiang Province as the research object,combined with the mathematics curriculum to conduct experimental research.Before the experiment,the questionnaire survey method was used to analyze the initial learning effect of the two classes to ensure the homogeneity of the two classes.During the implementation of the experiment,the experimental group implemented reflective learning activities during the stage of precise intervention in the classroom,while the control group did not.After the experiment,the results of the two classes of students 'academic performance and learning ability were tested,and the results of the experiment were quantitatively evaluated through data analysis.The results show that:(1)Implementing reflective learning activities in precision teaching can effectively improve students' academic performance;(2)Implementing reflective learning activities in precision teaching can effectively improve students' abilities in all aspects,including deep learning and knowledge transfer,reflective learning strategies,metacognitive abilities,problem solving abilities,and critical thinking;(3)Students are generally satisfied with reflective learning activities in precision teaching.All in all,the implementation of reflective learning activities in precision teaching can effectively improve and promote the learning effect of students.To a certain extent,it provides teachers with ideas and instruction in teaching practice to carry out reflective learning activities in precision teaching.