| The "Mathematics Curriculum Standards for Ordinary High Schools(2017 Edition)" pointed out that "we should attach importance to the application of information technology and achieve deep integration of information technology and mathematics courses." With the increase of related research and practice,micro-courses,as an important resource for the deep integration of information technology in teaching,play a crucial role in mathematics education research and practice and become a hot topic of research.However,although the theoretical research on micro-courses is relatively mature,there are still problems with the quality of micro-courses in actual applications.Traditional micro-courses often lack theoretical guidance,have a single teaching method,and ignore student subjectivity,making it difficult to meet the diverse needs of students and the diverse requirements of education and teaching.Therefore,how to optimize micro-course teaching resources and improve their educational and teaching effectiveness has become one of the urgent problems in the current education field.Based on the above thoughts,this article will focus on the optimization strategies and application research of high school mathematics micro-courses based on core literacy and multi-representation theory.The following research questions are proposed:(1)How to optimize high school mathematics micro-courses based on core literacy guidance and multi-representation theory?(2)What is the application effect of high school mathematics micro-courses designed based on optimization strategies?In terms of theory,first,a literature review of the design and application of micro-lessons in high school mathematics is presented.Secondly,guided by the core mathematical literacy and the multiple representation theory,the design patterns and principles of micro-lessons on mathematical properties are discussed.Finally,three optimization strategies for improving micro-lessons on mathematical properties are proposed:(1)using questioning to stimulate doubts,encourage active thinking,and highlight mathematical reasoning;(2)emphasizing the characteristics of mathematical properties through multiple representations to promote mathematical thinking;and(3)enriching activities to focus on experiential learning and the development of core mathematical literacy.In practice,taking the third section of the third chapter of the compulsory mathematics course one,"Exponential Function," in the Beijing Normal University Press’ s "Experimental Textbook for High School Curriculum Standards"(new edition)A version as an example of micro-courses,teaching experiments are mainly used,supplemented by questionnaire surveys,student interviews,and evaluations by front-line teachers to explore the effects of optimized mathematics micro-courses on students’ mathematics learning process and learning results.A comparative experimental study on the effectiveness of the optimization design strategy of mathematics property micro-courses was conducted in two classes of a high school.The experimental class used the optimized version of the micro-course for teaching,while the control class used the unoptimized micro-course for teaching.The results show that the micro-courses optimized based on strategies not only improve students’ mathematics scores but also have a positive impact on students’ learning interest,understanding ability,thinking ability,emotional attitude,and other aspects.In summary,this article provides a focus for micro-course design from the perspective of the combination of theory and practice,hoping to provide guidance for future high school mathematics teachers. |
