Research On Teaching Micro-courses In High School Mathematics

Under the background of the New Crown epidemic,the teaching of primary and secondary school sections is dominated by online teaching,thus micro-lessons are also widely used in the actual teaching put into use.This paper is a study of micro-lessons in high school mathematics.In high school mathematics teaching,teachers need to organize their teaching carefully to improve students’ learning efficiency in the face of a huge mathematical knowledge system.This paper is a study of micro-lessons in high school mathematics.This paper will be based on the experimental textbook of general high school curriculum standard Mathematics(Version A Compulsory 5),and will conduct a pedagogical study to provide teaching reference for front-line teachers.Firstly,we use the literature research method to define the concepts of "micro-lesson" and "characteristics and composition of micro-lesson",and further elaborate the types and cases of micro-lessons commonly used in teaching and learning,as well as the relevant theoretical basis,so as to provide solid theoretical support for the research of this paper.Second,a questionnaire survey method was used to investigate the status of microteaching in high school mathematics.By distributing questionnaires to high school mathematics teachers and high school level students,the data were collected,compiled and analyzed to study the current situation of microteaching applied to high school mathematics teaching.Finally,the teaching practice is carried out through the teaching experiment method,and "Inequality Relations and Inequalities" as well as "Quadratic Inequalities and Their Solutions" are used as carriers to design and practice micro-teaching lessons for the sophomore students of the internship school.In summary,the following conclusions are drawn:(1)through the analysis of the questionnaire data,students have a high desire to use microlearning in mathematics learning and are very willing to use microlearning in their future learning;(2)students think that using microlearning can improve their independent learning ability.However,students’ understanding of the concept of microlearning is not yet deep enough;(3)for teachers,most of them believe that microlearning can enrich teaching activities and that microlearning can be widely put into use in future teaching,and that microlearning is not only highly relevant,but also can increase students’ interest in learning and stimulate their desire to learn mathematics;(4)likewise,some teachers believe that(4)Similarly,some teachers thought that micro-lessons would bring a burden to teaching and that it was not a simple task to create a micro-lesson.After this practice and research,the following suggestions are made for teaching microcourses in high school mathematics:(1)Facing the mathematical knowledge system at the high school level,microcourses are appropriately used to integrate and construct knowledge points;(2)Improving teachers’ knowledge of microcourses and improving their own microcourse design and production skills;(3)Popularizing the good habit of using microcourses for pre-study,study and review at the pre-class,classroom and post-class stages.