| Mathematics education in primary and secondary schools in the intelligent age is facing a series of opportunities and challenges,especially during the new crown pneumonia epidemic.Online teaching has been widely used in universities,middle schools and primary schools,which also has a greater impact on the ability of teachers and students to use information.Educational reform cannot be separated from the requirements of information teaching.Nowadays,the deep integration of information technology and mathematics teaching has become a hot topic of general concern among scholars.The report of the 17th National Congress of the Communist Party of China pointed out:Education is the cornerstone of national rejuvenation,and educational equity is an important foundation for social equity.Educational resources in township areas are limited,and the education level between cities and townships is far apart.The issue of equity in basic education in my country needs to be solved urgently.Improving the conditions of primary and secondary education in township areas and allowing students in township areas to enjoy advanced and high-quality resources is an effective way to promote fairness in education.At present,micro-lesson have become a relatively wide-ranging information resource for online learning and dissemination due to their short,sharp,targeted,and convenient applications.Although micro-lesson are widely used,the key lies in whether they can be used well.How to effectively use the advantages of micro-lesson so that they can reflect its value in mathematics education in primary and middle schools is urgently needed.This research conducted a detailed discussion in two aspects: theoretical research and empirical research:Theoretical research is mainly through the literature research method on the online application of micro-classes,the integration of AR technology and mathematics micro-lesson,mobile learning and other related articles.Based on the summary and reflection of related research,the application of micro-lesson is proposed.The teaching mode and strategy of tutoring students’ mathematics learning online.The teaching mode of applying micro-lesson online tutoring students’ mathematics learning is divided into "pre-class preview-learning in class-review after class".In the practice of case study,combined with the actual situation of students,the application of micro-lesson online is proposed.Three teaching strategies for tutoring students in mathematics learning: full offline preview,asking questions and puzzles;online communication and interaction,explaining and answering doubts;offline consolidation and review,summarizing and reflecting on the gains.The empirical research is conducted through case studies,questionnaire surveys,and interview investigations.It selects nine research subjects from the second grade of a junior high school in a township,asks students to fill out a questionnaire about their mathematics learning,and implements application micro-analysis to the research subjects.The experimental intervention of tutoring them in mathematics learning online,applying AR-based micro-lesson to the online teaching of tutoring students’ mathematics learning.After the intervention,the students’ mathematics learning habits,mathematics learning attitude,mathematics awareness and beliefs,mathematics learning performance,etc.Quantitative and qualitative analysis of the learning situation.The research results show that after the online mathematics micro-lesson tutors students’ mathematics learning,students’ overall mathematics learning habits,mathematics learning attitude,mathematics awareness beliefs,and mathematics learning performance have all been improved to a certain extent.Most students hold supportive opinions. |
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