Design And Practice Research Of High School Mathematics Micro-lesson Based On Teaching Process

In the context of today's society and under the guidance of the new curriculustandards,it is necessary to appropriately cite micro-lessons in high school mathematicteaching in order to cultivate high school students' interest in learning mathematics animprove their thinking flexibility.In this paper,we study from the following aspects:The first chapter and the second chapter,the author,through a large number of data access to understand the development process of micro lesson,lesson on the definition,characteristics,classification,design principle,this paper analyzes the theory of knowledge and found the theory study of small class is more,but the micro class combined with teaching practice research is relatively small,I hope this article can provide some references for the practical application of micro class.The third chapter,in order to make the research of this paper is more suitable for high school mathematics teaching present situation,the author of Neihuang randomly selected two educations.One middle school in a regular class students and randomly selected 30 mathematics teacher did a questionnaire survey,according to problems existing in the process of students' learning mathematics and perceptions of micro class,decide what to link in the teaching process into micro class is reasonable,according to the teachers' understanding of the class,application situation and its micro lesson is introduced into the high school mathematics teaching process,the decision to micro class method and micro lesson content.The author also interviewed the two lesson preparation leaders of the school,asking them what problems they should pay attention to in introducing micro-lessons into high school mathematics teaching process,as well as some difficult solutions.These preparations provide a realistic basis for the research of this paper,and also have a certain guiding role in the author's research.The fourth chapter,the author reference Hu Tiesheng lesson on the classification of the situation,should be divides into the micro class according to the process of teaching preparation before class,introduction,knowledge,understanding,complicated answer key at the end of the chapter,summarizes the class after class,review class six classes to go into the high school mathematics teaching process,but not for every lesson knowledge to design these six kinds of micro class,the teacher only needs to combine kn owledge content,according to the part of the most prominent references can be one ortwo.Here,The author shows the tools for making my own micro class,and gives a detailed introduction to the content design mode and use of each type of micro class,and gives the corresponding design case in the text,and shows the video of my own micro class in the appendix.Here the main emphasis is not to over-quote micro class,make it play a good role in supporting teaching,do not become a drag.In chapter 5 and chapter 6,the author carries out the micro-lesson teaching in the class that conducts the questionnaire survey in front according to his own design scheme.According to the case implementation effect,it is concluded that the proper use of micro-lesson in the teaching process of high school mathematics has a positive impact,and we can further explore this aspect.However,due to the author's own experience is relatively shallow and seniority is not deep,there are still some deficiencies in the research content of this paper,I hope that I will continue to improve in the future experience.