1 how to use micro-courses in junior high school mathematics teaching
Preview before class
Cultivating junior high school students' self-study ability is the main content of teaching. Before class, teachers upload the teaching videos of the new curriculum to the network platform of the school, and students can understand and master the main content and overall context of the new curriculum by watching the videos, so that the classroom efficiency will be higher. For example, in the teaching of diamond-related nature, the teacher arranges preview content before class: what are the characteristics of the four sides of the diamond; What is the relationship between its two diagonals, and what is the relationship between diagonal and diagonal? After arranging such preview content,
Students will be targeted when watching videos. Those knowledge points that you don't understand and those that you can understand should be recorded. Teachers should understand the students' preview effect in class, focus on the students' overall knowledge weaknesses, and finally make a comparative analysis of the interesting and parallel deformation forms of the diamond, and draw the conclusion that the four sides of the diamond are equal. The two diagonals of the diamond are perpendicular to each other, and each diagonal is divided into diagonal groups. In this way, students can not only study more freely, but also choose their own learning methods as long as they can figure it out. This is an effective exercise for students' autonomous learning ability and a breakthrough in junior high school mathematics education.
New course teaching
In the teaching stage of new subjects in the classroom, teachers teach on the basis of pre-class expectations. Teachers can provide students with the diamond as shown below and demonstrate the first property of the diamond on the whiteboard, that is, all four sides of the diamond are equal. Teachers can ask students to divide into groups and provide known conditions: known: quadrilateral ABCD is a diamond, verification: AB=BC=CD=AD Students have already previewed before class through micro-classes, so they will have a heated discussion in the group, and teachers can actively guide and summarize the proof methods for students to prove that the four sides of the diamond are equal. In this way, students will spread their thinking in the process of communication and can mobilize the known knowledge to prove that the four sides of the diamond are equal.
Through this proof process, students can notice the relationship between rhombus and parallelogram. When students can master the first property of the diamond, teachers can strike while the iron is hot and introduce the second property of the diamond to students, that is, the two diagonals of the diamond are perpendicular to each other, and each diagonal bisects a set of diagonals. Teachers can provide students with the following pictures and provide students with known conditions: known: quadrilateral ABCD is a diamond, verification: AC? BD, AC split? DAB and? DCB, BD split equally? ADC and? In the process of proving and solving problems, ABC students will subtly form the thinking habits of logical thinking and logical reasoning, which is very helpful for junior high school students to learn mathematics.
2 Mathematics microteaching
Use before class
Using micro-lessons before class can lay the foundation for classroom teaching. In the traditional junior high school mathematics teaching, it is difficult for teachers to consolidate and deepen the teaching content because of the limited classroom teaching time. Micro-class can help students complete the preview after class, fully stimulate students' interest in learning the teaching content, pave the way for rich communication in class and strengthen the teaching effect. For example, before teaching "Graphic Rotation", the teacher can make short videos of graphic rotation examples that are close to life-the second hand on the clock, the rotating windmill, the children's swing, the rapidly rotating electric fan blades, the water container on the car, etc. Let the students watch by themselves, introduce the knowledge points through these "rotating situations" in life, and let the students form the concept of space and initially understand and understand the graphics. In the classroom, teachers can teach students in a targeted way according to the micro-lesson learning effect before class, explain the related concepts of graphic rotation to students, and let students talk about some examples of graphic rotation in their lives. Through students' answers, teachers can get a general understanding of the learning effect of students' micro-courses before class. Where students do not fully understand and learn, they can supplement and improve in class.
Use in class
Using micro-lessons in the classroom can optimize the allocation of classroom teaching time and fully mobilize students' learning enthusiasm. At the same time, it can also cultivate students' mathematical thinking and enable students to use mathematical knowledge flexibly to solve practical problems. The knowledge points of mathematics are closely related, which is difficult for junior high school students. In traditional teaching, in view of some teaching emphases and difficulties, mathematics teachers will give students the carrier of imagination to understand the theoretical knowledge in mathematics through some examples around them, which is undoubtedly a good method commonly used in teaching. However, such an example must have certain limitations. For example, not every student has seen or experienced the mentioned examples, or the examples need the assistance of imagination. Introducing micro-lessons into mathematics classroom teaching can visualize mathematics problems and attract students' attention. For example, when teaching the knowledge about "the positional relationship between a straight line and a circle", teachers can demonstrate the knowledge of moving points into lines, moving lines into planes, moving planes into adults, and rotating figures by using micro-class animation, so that mathematics knowledge can be more intuitive in dynamic demonstration, and students can dynamically experience relevant knowledge, thus stimulating mathematical thinking and learning interest.
Use after class
After-class micro-teaching can improve students' knowledge structure, guide students to transform "dead" knowledge into "alive" ability, and solve related problems with mathematical knowledge. At the same time, it can broaden students' knowledge and optimize students' knowledge chain, thus enhancing students' profundity, flexibility and innovation in mathematical thinking. For example, after teaching "the rotation of graphics", the teacher can turn the "child on the swing" in the video of the micro-lesson into a mathematical model-a simple pendulum, and ask the following questions: "The rotation of the ball on the simple pendulum changes from position A to position B, and what point does it rotate around? Which direction (clockwise or counterclockwise)? How many angles have you turned? " And let the students discuss, communicate and think after class. By arranging this kind of practical homework, students can master mathematical skills and develop mathematical thinking.
3 Mathematics microteaching
1. Improve the creative ability of teachers' micro-lesson videos.
For micro-teaching, video creation is the first and most important step. A high-quality micro-course video is the basis and guarantee to improve the efficiency of micro-course teaching. Therefore, in junior high school mathematics teaching, teachers need to constantly improve their video production ability in order to achieve good micro-lesson teaching effect. In the process of making micro-lesson videos, teachers should combine the key points and difficulties of junior high school mathematics classroom teaching to explain relevant knowledge and content. In the process of explanation, teachers should cooperate with blackboard writing, combine video and audio to make rich and interesting micro-lesson videos, which are convenient for students to consult and promote the efficiency of junior high school mathematics classroom teaching.
2. Strengthen concept teaching through micro-courses.
In junior high school mathematics teaching, there are many abstract concepts, which have many contents, such as the nature, definition and characteristics of various graphics, which need students to understand and remember. If students don't understand the relevant knowledge and concepts clearly or are confused in the process of mathematics learning, it will affect the whole mathematics learning effect of students. Therefore, in junior high school mathematics teaching, teachers should attach importance to concept teaching and lay a solid foundation for students' mathematics learning. In order to improve the efficiency of concept teaching, teachers can strengthen their understanding of junior high school mathematics related concepts through micro-lesson videos. Or in teaching, teachers use micro-lesson videos as the introduction of classroom teaching to set suspense for students and improve their concept learning efficiency.
3. Strengthen the study of key and difficult points through micro-courses.
In fact, for microteaching, strengthening the focus and difficulty of teaching is one of the biggest advantages of microteaching. In junior high school mathematics teaching, teachers can strengthen the focus and difficulty of classroom teaching through micro-class teaching. In addition, in teaching, teachers can also explain some typical examples through micro-lesson videos. Explaining these typical cases can deepen students' understanding and memory, help students review relevant knowledge and difficulties in the process of after-school study, and improve students' learning efficiency.
4. Use campus network, WeChat group, etc. Realize resource sharing.
For micro-course teaching, the enjoyment of resources is the most important. If teachers make high-quality videos in teaching, but it is difficult to enjoy them, it will lose the significance of micro-teaching. Therefore, in teaching, teachers can use modern information technologies such as campus network and WeChat group to realize the effective use of resources, facilitate students to consult resources and improve the efficiency of resource utilization.
4 mathematics micro-course teaching
Guiding students to learn to teach themselves by using the characteristics of clear direction of micro-courses
(1) to guide the new lesson preview. This kind of micro-lesson tries to explain a knowledge point with an example, which is concise, easy to understand and has a clear direction, so that students can understand what they need to understand and what preview homework to complete during this period;
(2) Homework evaluation, because most students in our school lack home study supervision after class, the quality of homework is not high. Instead of arranging a lot of repeated exercises, it is better to arrange simple and clear homework and then evaluate it with micro-lessons. Students can play it repeatedly. Students with a good foundation can complete other tasks required by the micro-lesson video after rapid revision, while students with poor foundation have no pressure and can listen to the class many times until they understand. Meanwhile, the teacher can arrange 65438.
(3) There are several excellent students in the class. Because they can't give attention to both in class, we can give them a "small stove" in this form and comment on a thinking problem in micro-class, which effectively solves the problem of hierarchical teaching.
Using the feature that micro-lessons can be played repeatedly, students with learning difficulties can be helped to solve problems.
Promoting the learning of students with learning difficulties has always been a difficult point in teaching. How to use advanced teaching methods to improve teaching efficiency and liberate teachers and students is a problem. What students with learning difficulties are most afraid of is being left behind by teachers after school, or being repeatedly called to the office for counseling by every teacher during recess. Most students with learning difficulties can't fully grasp the knowledge points of each class, and they can't make up lessons consciously after class, which leads to learning disabilities and finally can only give up on themselves. Micro-class is an effective means to solve the problem of self-study for students with learning difficulties.
The biggest advantage of micro-lessons is that the content can be played repeatedly. Because of the differences between students, everyone can't fully master it in class. For some classic examples, some students can't fully understand or write them in the process. Due to time constraints, we can't solve all the problems in the classroom. At this time, you can use micro-lessons to explain some key issues and play them repeatedly until they understand. This move is of great help to students with learning difficulties. A micro-lesson video can be used by two classes at the same time, or shared with QQ group after class, so that students can continue to review after class.
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