Research On The Design Of Microlecture For Elementary School Students’ Mathematical Misconception Change

In recent years,based on the concept of "teaching is to promote learning",research and practice in the field of educational technology have increasingly focused on and applied research results in the field of learning science.According to the study of learning transfer,learning transfer is influenced by understanding learning rather than memorizing facts,and the primary factor affecting the successful transfer is the degree of mastery of the original subject.In addition,according to a large amount of educational experience,some learning themes are difficult for students to understand,and traditional teaching methods often fail to achieve good results.There are such characteristics in elementary school mathematics learning.In order to learn these topics well,students must go through a process of conceptual change.Therefore,the design of digital education and teaching resources should be oriented to students ’understanding and promote conceptual change.The design and development of digital education resources represented by micro-classes has always been a research hotspot of primary school education informatization.The repetitive nature of microlecture videos provides students with the advantage of repeated review for the learning and understanding of mathematical concepts.In recent years,mathematics teachers and researchers who are active in the front line of primary and secondary schools have formed teams to develop flat animation-like microlectures with rich story situations and vivid,which has effectively improved primary school students’ interest in mathematics learning.However,based on the research results of learning transfer,understanding learning and concept transformation,it is not difficult to find that the existing mathematics microlecture video resources often emphasize the reproduction of the content,ignore the cognitive bias in the learning process of students,and the pertinence of micro-lesson design is insufficient,which is not conducive to the use of microlecture to promote the in-depth learning of students.Therefore,this research attempts to based on the theory of conceptual change,discuss the design of the micro-lecture,in order to adapt it to the elementary student mathematical misconception concept change,to a line of elementary school mathematics education workers to provide the reference on mathematical misconception change teaching idea,also for pupils mathematical misconception change research information technology provide a new modernization path.Focusing on the above research goals,this research has established three research questions,namely:(1)What types of elementary school students can be divided into "Perimeter mathematical misconception";(2)How to design microlectures based on the theory of misconception concept change to promote elementary school students’ misconception concept change;(3)Whether the design of microlectures based on the misconception concept change is effective in promoting the misconception concept change of mathematics among primary school students.During the research process,the questionnaire survey method,interview method,single group pre and posttests experiment research method were selected for research questions.Specific research work is carried out as follows:First of all,this study conducts a literature review of the research related to the misconception concept change and the design of microlecture,and defines the misconception concept,the concept of mathematical misconception of pupils and the concept of microlecture,at the same time,combined with expert comments,a general second-order test paper and interview outline for primary school students’ mathematical misconception concept were prepared.In this study,a total of 98 students from two classes in the third grade of the T elementary school in F city that met the sample homogeneity were selected as the experimental group and the control group as the quasi-experimental research sample.Questionnaires were used to conduct a pre-diagnosis of the misconception concept in 98 students.Randomly select 3 students from each of the 5 classes that have never participated in the teaching experiment to conduct teaching interviews,and comprehensively analyze the types of elementary school students’ mathematical misconception concept.Through combing and analyzing the pretest diagnosis results and interviews,analyze and summarize the cognitive types of primary school students’ mathematical misconception concept,and mainly solve problem one.Secondly,based on the types of mathematical misconception concept in elementary school students,combining concept change theory and Gagne’s learning conditions and teaching theories about wisdom skills,the microlecture teaching resource design is precisely designed,and the microlecture design framework is established.Taking the concept of "knowing the perimeter" as an example,the development of microlecture teaching resources,mainly to solve problem two.Finally,this study selects micro-lecture teaching resources as independent variables and changes in the concept of perimeter misconception as dependent variables,that is,using microlecture for teaching intervention and teaching interventions without microlecture for post-experiment testing to verify the effectiveness of microlecture teaching resources.By comparing and analyzing the difference between the experimental group and the control group,microlecture is effective in promoting the change of the concept of mathematical misconception concept among primary school students.The results show that:(1)The use of microlecture for teaching intervention and the conventional teaching intervention without microlecture have effects on the change of pupils’ mathematical misconception.But the use of micro-lectures to change the concept of misconception is more significant;(2)The use of microlectures for teaching intervention and the conventional teaching interventions without microlectures are effective in changing the type of pre-conceptual misconception that existed before the students.But the use of micro-lectures has a more significant effect on the type of pre-conceptual misconception that existed before the students;(3)The teaching intervention using microlecture is effective for the students ’mathematical misconception concept change after learning,and the conventional teaching intervention without microlecture is not effective for the students’ mathematical misconception concept after learning.The following conclusions were reached through research:(1)Visualization of microlecture content design triggers students’ enthusiasm for cognitive participation;(2)Contextualization of microlecture teaching design triggers the connection of students’ knowledge and thinking;(3)Cognitive conflict strategy of microlecture triggers the flow and generation of students’ knowledge.