| Micro-lesson is a new media for the construction of educational information resources,and it is also a new hotspot in the development of educational informatization in China.As a new type of curriculum resources,it plays an important role in the field of education.Microlesson realizes the sharing of high-quality resources and promotes the fairness of education;The diversity of micro-lesson not only gives students more autonomy,but also more choice.The design and development of an excellent micro-lesson mobilizes the improvement of teachers’ abilities in all aspects and promotes their professional development.Micro-lesson plays an important role,but now there are both good and bad micro-lessons.It is urgent to standardize the production of micro-lessons and improve the quality of micro-lessons,so the micro-lesson evaluation arises at the historic moment.The evaluation index of micro-lesson is a comprehensive tool to measure the quality of micro-lesson.The evaluation system has a guiding significance to standardize the production of micro-lesson.However,the current micro lesson evaluation research is not rich enough,the evaluation standard lacks the characteristics of the subject,and does not consider the real feelings of learners.The learner center emphasizes paying attention to the needs of students and promoting the efficient learning of students.Based on this,it is very necessary to develop the evaluation index system of high school mathematics micro lesson with the learner center as the guidance.Experts and teachers are producers and researchers of micro-lesson,while students are users of micro-lesson.The opinions of these two subjects are of great reference significance for the construction of micro-lesson evaluation indicators.Therefore,this study will start from these two subjects to study the following questions: first,how to build a learner-centered evaluation index system of high school mathematics micro-lesson? Second,whether the application effect of micro-lesson evaluation index system is good or not?In order to solve the first problem,firstly,two types of high school mathematics microlesson are sorted out—knowledge construction micro-lesson and problem solving micro-lesson.The construction of two kinds of micro-lesson evaluation index system is divided into three steps.Step one,construct evaluation index system preliminarily.According to the principle of existing micro-class evaluation dimensions and evaluation research to form the evaluation framework includes primary and secondary indicators firstly,in order to absorb the learner’s point of view,took 262 students in different levels of classes in Shijiazhuang as the research object.By watching micro lessons,wrote out the elements of excellent micro lessons in the form of a questionnaire.Then the author used text analysis method to conduct word frequency statistics on the contents of the questionnaire,put the aspects that students focus on into the evaluation index system.Two kinds of micro-lesson evaluation index system including evaluation index and evaluation standard were formed.Step two,revise the evaluation index system.In order to enhance the scientific nature of the evaluation index system,two rounds of Delphi method were used to consult 20 experts familiar with micro mathematics classes to evaluate whether the indicators were reasonable,and then selected 60 students from 262 students who participated in the first step in the research,investigated students’ recognition of the evaluation index system.Then the author conducted quantitative and qualitative analysis on the survey results.Step three,determine index weights.In order to divide the weight of each index scientifically and normatively,collected opinions from experts and students through questionnaire survey,according to the characteristics of different subjects,used AHP method to analyze expert data,used rank method to analyze of student data,the mean to students and experts data results as the final weight,formed two kinds of evaluation index system.To sum up,the evaluation index system of high school mathematics micro lesson under the learner center orientation is determined.The two kinds of micro-lesson evaluation index systems are composed of 4 first-level indicators and 14 second-level indicators.From the actual point of view,the total score of the evaluation index system is set as 100 points,the weight score of all levels of indicators is rounded,and the micro-lesson scores are divided into grades.In order to test the application effect of micro-lesson evaluation index system,this paper adopts the case study method to make a micro-lesson of knowledge construction based on the evaluation index system,and to test the application effect of the evaluation index system from two aspects: evaluators’ evaluation of micro-lesson based on the evaluation system and students’ direct evaluation of micro-lesson.In the first aspect,3 evaluators familiar with high school micro mathematics courses were selected to score the micro-lesson according to the evaluation index system table.The consistency of the evaluation results was used to test whether there was difference in the use effect of the evaluation index system.The higher the consistency of the evaluation results,the better the application effect of the evaluation index system.The second aspect,choose some students to watch micro-lesson,use the word classification measurement methods.The author deals with the evaluation of students after watching the micro lesson,discourses are analyzed from negative,positive and expected attitudes.The higher the consistency between the classification results and the evaluation indicators,the more positive discourse than negative discourse,the more consistent the micro-lesson made according to the evaluation index will be with the actual needs of students,that is,the better the application effect of the evaluation index system will be.Through the study of the second question,the following conclusions are drawn: the Kendall coefficient between different evaluators reaches 0.957,and the results have a high consistency;The students’ evaluation discourse is consistent with the evaluation index system after classification,and the number of the positive words is far greater than the negative words,all is given to illustrate the application of evaluation index system of effect is very good,The evaluation index can be used as the standard for making and evaluating micro lessons.The micro lesson made according to the evaluation index system meets the needs of students.The evaluation index system in this study is mainly to evaluate the micro-lesson used by students.Different users can adjust the evaluation index system appropriately according to the specific situation according to the different purposes of use.Finally,based on the research conclusions,the author puts forward some suggestions for making micro-lessons.1.Pay attention to students’ needs.2.Design the teaching content carefully.3.Pay attention to the content and language specification of micro-class.4.Consider learners’ visual experience. |
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