Research On The Design And Application Of Collaborative Problem-solving Teaching Mode Supported By Micro-lectures

With the integration and development of modern information technology and basic education,the demand for talents with core competence and comprehensive quality is increasing day by day.As a key ability,students' ability to solve collaborative problems is more and more attention by teachers in primary and secondary schools,but due to limited learning time and space and a single teaching model,the cultivation of students' ability to solve collaborative problems is not satisfactory,and there are still many problems in the application of collaborative problem solving teaching mode in the classroom.However,with the iteration and change of the information age,the new teaching form represented by micro-lesson,with its simple,convenient and efficient characteristics,is favored by more and more learners,how to integrate information technology and basic education development,in the form of technical empowerment to improve the core literacy of learners is a problem that needs urgent consideration at present.This study uses literature research,interview method,experimental research and other methods to integrate micro-lessons with collaborative problem solving,with the aim of constructing a collaborative problem-solving teaching model supported by micro-lessons.By promoting the teaching effect of collaboration problem solving in pre-class micro-learning,improving students' ability of self-learning and cooperative problem solving,and promoting teachers' effective teaching,this study is divided into the following parts:First of all,this study analyzes the research background and development status of micro-lesson and collaboration problem-solving on the basis of consulting a large number of literature,and constructs the collaborative teaching model supported by micro-lesson based on the design of mathematics micro-lesson,the composition of teaching mode,and the general process of collaboration problem solving.Secondly,the sixth-grade students of a primary school in X District of Qingdao City were selected as the research object,and the collaborative problem-solving teaching practice was solved from the aspects of teaching practice process and effect evaluation respectively,and the round area was chosen as the experimental teaching case for case study.Finally,the application effect of the model is evaluated by test and interview to verify the feasibility and effectiveness of the model.Through the above research,this paper draws the following conclusions: The collaborative problem-solving teaching model supported by micro-lessons is an effective way to promote students' learning,and the independent learning of micro-lessons stimulates students' interest in learning and desire to explore,promotes the enthusiasm and participation of students' cooperation problem solving in class,is conducive to improving students' self-learning ability and cooperative problem solving ability,and promotes students' academic achievement.At the same time,the use of this model in teaching practice found that the teaching model is good at active learning,self-discipline is strong students have advantages,but for poor learning initiative,poor self-discipline students cannot guarantee the quality and effect of pre-class learning,which needs to be further considered and improved in future studies.