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Abstract: With the promotion of science and technology, mathematics teaching in primary schools has also incorporated many new ways. In the context of flipping the classroom, micro-lessons can effectively improve students' autonomous learning ability. This paper expounds the relevant contents of micro-course design based on flip classroom, and finally puts forward effective design strategies. A comprehensive discussion on the innovation and practicability of micro-courses can fully tap the flexibility of primary school mathematics and improve students' comprehensive quality.
Keywords: flip the classroom; Primary school mathematics; Micro-course design; Strategy;
1, Introduction
In recent years, under the new curriculum reform, it is necessary to change the traditional educational concept, strengthen the contact between teachers and students, attach importance to students' dominant position, and realize the transformation of classroom roles with students as the main teaching content and teachers as the auxiliary. Pupils' understanding ability is weak and they cannot internalize abstract mathematical knowledge. At this time, micro-class design can be carried out under the background of flipping the classroom, which can effectively improve students' enthusiasm for autonomous learning and carry out targeted teaching activities.
2. Flip the basic content of classroom micro-lesson design.
2. 1 micro class
In recent years, with the rapid development of Internet information technology in China, some changes have taken place in the field of mathematical cognition. Teachers should change the traditional concept of education, use information technology in the process of primary school mathematics teaching, achieve a breakthrough in teaching time and space, and comprehensively improve students' autonomous learning ability. Micro-class refers to the targeted teaching activities for a certain knowledge point and link in the teaching process with the help of micro-video carrier or modern information technology platform, and it is also a difficult content in teaching work. The most striking feature of micro-courses is that they are relatively short. The content of a class is basically five to ten minutes, which is mainly designed around a certain knowledge point in learning and has strong pertinence. In addition, micro-classroom is interactive, which can break the limitation of time and space, realize the interaction between learners, and make more students love math classroom.
2.2 Flip the classroom
Flip the classroom, that is, in the process of learning, we should optimize and adjust the study time in class and after class to determine the students' dominant position. This is a new classroom model, which changes the traditional teacher-centered model, integrates science and technology information technology into teaching, and comprehensively improves students' autonomous learning ability by using information resources. For the flip class, there are the following notable features. On the one hand, it can realize the role transformation between students. In the flip classroom teaching mode, information technology is the main body, and students are the active recipients of knowledge, so we can carry out targeted strategies according to students' individual conditions. On the other hand, flip teaching can change the roles of students and teachers, highlight students' dominant position and better guide students' learning. In addition, in the process of classroom learning flip, under the flip classroom teaching mode, all-round adjustment is needed to break through the limitations of time and space. Micro-class is a part of flip class to some extent, which can effectively improve students' autonomous learning ability. Realize the organic integration of the two and promote the all-round development of students' information technology.
3. Micro-course design strategy based on flip classroom.
3. 1 Analysis of academic situation
At present, in the process of primary school mathematics teaching, it is necessary to build a flip classroom, integrate the theory of micro-class, and realize a series of ways such as self-study before class, classroom interaction and after-class summary. In the pre-class preparation stage, it is necessary to make a comprehensive analysis of the learning situation to flip the primary school mathematics classroom based on micro-lessons. For example, in the process of analyzing students' learning situation, we should implement targeted differential teaching according to students' interest in mathematics learning, personality characteristics and differences in mathematics ability, so as to stimulate students' learning enthusiasm to the maximum extent. The flip classroom teaching mode of primary school mathematics based on micro-lesson should make full use of the advantages of micro-lesson, realize the integration of information technology and mathematics knowledge, and let more students master the method of autonomous learning mathematics.
3.2 teaching material analysis
At present, when carrying out teaching material analysis, we should give full play to the carrier role of flip teaching mode and grasp the contents of teaching materials in all directions. For example, in guiding students to understand graphics, teachers must analyze the important and difficult contents of this class, and analyze the conceptual characteristics of graphic post-production and micro-video, so as to better highlight the understanding of graphics and the teaching objectives of this class. Teachers can also make use of micro-lesson resources in the classroom, taking into account the teaching objectives, and at the same time, they can strengthen students' correct problem-solving and standardize students' mathematical problem-solving steps. In the process of video production, teachers can also incorporate pictures, cartoons and other elements to make the mathematics learning objectives more detailed [1].
3.3 Classroom learning
When studying independently before class, students should be guided to watch micro-lesson videos independently. At this time, students can develop conscious study habits and improve their interest in learning when watching micro-lesson videos. When explaining the knowledge of lines and angles, teachers can design and make micro-lesson videos related to this lesson in advance and send them to the network before classroom teaching. Let the students master the key and difficult contents of this lesson, and understand and learn according to the contents of the micro-lesson. Teachers can also upload some content and other teaching resources related to this lesson, so that more students can fully understand and master relevant knowledge, and also highlight teachers' innovative ability [2].
3.4 After-class summary evaluation
In the stage of after-class summary and evaluation, teachers should make a comprehensive analysis of the important and difficult points of this lesson to help students form a systematic knowledge system. In the process of teaching evaluation, the most important goal is to promote learning by evaluation, so that more students can establish self-confidence in mathematics learning. Students should do a good job of summing up after class. Whether it is induction, expansion or reflection, micro-lessons are needed to help students sum up their own mathematical knowledge, make up for the shortcomings in the learning process, and also need to understand the knowledge points they have learned. Through the form of micro-lessons, students need timely guidance to understand the content of mathematics learning. In view of students' shortcomings, optimizing and carrying out scientific learning evaluation can give full play to the guiding role of evaluation. Teachers help teachers evaluate students scientifically and objectively with the help of scientific evaluation model [3].
4. Conclusion
To sum up, at this stage, effective measures must be taken in the design process of primary school mathematics micro-course based on flip classroom, such as pre-class learning analysis, teaching material analysis, in-class autonomous learning, after-class timely summary and evaluation, etc., to fully mobilize students' autonomy and enthusiasm in learning, improve teaching quality and efficiency in an all-round way, and realize the educational reform of new curriculum standards while giving full play to its scientific role and value. In the teaching process, we should flexibly use the content of micro-course design to improve students' mathematics learning effect. It can give full play to the role and value of mathematics to a certain extent and improve students' mathematical literacy in an all-round way. With the continuous implementation of the educational objectives of the new curriculum, teachers need to put forward new reform contents in the classroom teaching of primary school mathematics in the daily teaching process, and use micro-lessons to guide the learning contents in all directions in order to achieve better development of students.
Step 5 refer to
[1] Mo Shumin. Design and application of elementary school mathematics micro-lesson based on "flip classroom" —— Taking "the volume of a cylinder" as an example [J]. Educational information technology, 20 18, (1):33-36.
[2] Ethan. Micro-curriculum design of primary school mathematics synthesis and practice based on flip classroom model —— Taking the magical Mobius belt as an example [J]. Reading the world, 20 19, (0 10): 103.
[3] Wei Hua. Using micro-courses to bring forth the old and bring forth the new —— On the application of micro-courses in primary school mathematics teaching [J]. Intermediate new curriculum, 20 18, (2): 1 12.
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