Empirical Study On Using "Math Course Stack" Resources To Assist High School Online Teaching

With the advent of the Education Informatization 2.0 era,the integration of information technology and classroom teaching has gradually deepened.The "Action Plan for Education Informatization 2.0" emphasizes the "deep integration of information technology and subject teaching,and the improvement of the level of information application and the information literacy of teachers and students." The "National Curriculum Standards for High School Mathematics(Revised in 2020 based on the 2017 version)" points out that "teachers should pay attention to the deep integration of information technology and mathematics curriculum,and achieve effects that traditional teaching methods cannot achieve." The deep integration of information technology and mathematics classrooms has become a hot topic of concern among scholars.This study focuses on the application of the "Math Course Stack" resources in high school online mathematics teaching,and conducts theoretical and practical research.In terms of theory,firstly,through a literature review,this study summarizes the research status of modules and micro-lectures in the "Math Course Stack" resources,as well as online teaching,and proposes three main research questions: What are the teaching strategies for using module resources in the "Math Course Stack" to assist high school online teaching?What is the process for using micro-lecture resources in the "Math Course Stack" to assist high school online teaching? And what impact does the use of "Math Course Stack" resources have on their mathematics learning? Secondly,based on cognitive load theory and multimodal learning theory,this study explores teaching strategies for using module resources to assist high school online teaching:(1)Deep combination of numbers and shapes,diverse understanding of mathematical knowledge;(2)simulating experiments to accumulate basic activity experience;(3)transforming static into dynamic to cultivate core mathematical literacy.Finally,based on the "Three-Ring Double-Facilitation" smart classroom teaching model and flipped classroom teaching model,which integrate "autonomous exploration,personalized problem solving,and extension and improvement" into one,this study proposes a teaching process for using micro-lecture resources to assist high school online teaching:self-study before class-answer questions and share during class-summary and reflection after class.In terms of practice,this study is divided into two parts:Firstly,based on the application strategy of modules,the content of Chapter 7 "Probability" in the Beijing Normal University Press "General High School Mathematics Textbook(Compulsory One)" was designed.Through teaching experiments,questionnaires,interviews,etc.,a comparative experimental study was conducted on the effectiveness of the "Math Course Stack" module resource application strategy in two classes of a high school.The experimental class used modules for teaching,while the control class did not use modules.The results showed that the application of modules in the classroom not only improved mathematics scores but also had a positive impact on the learning process.Secondly,based on the teaching process of using micro-lectures,a case study was conducted on nine selected research subjects from the above experimental classes through case studies,questionnaires,interviews,etc.The results showed that this teaching process not only improved students’ math scores but also improved their mathematics learning situation.