Application of micro-lesson in primary school mathematics teaching Paper 1: Application of micro-lesson in primary school mathematics teaching I. Research background of micro-lesson
(A) What is a micro-course
Many people will be unfamiliar with micro-lessons, and then think of Weibo, WeChat and micro-movies, so that micro-lessons refer to a very short teaching process. Actually this understanding is not accurate enough. Micro-class is defined as follows: Micro-class refers to the audio or video that explains a knowledge point in about five minutes by using multimedia technology based on the idea of teaching design.
(II) Significance of micro-courses In education and teaching, the content taught by micro-courses is spotty and fragmented. These knowledge points can be textbook interpretation, enhanced theme description, induction of test sites, as well as knowledge explanation and display of skills such as method teaching and teaching experience. From the above discussion, we can regard micro-lessons as an effective supplementary form of classroom teaching, which is not only suitable for knowledge dissemination in the era of mobile learning, but also meets the needs of learners for personalized and in-depth learning.
Second, the case review of micro-courses
(A) Micro-course "Addition and subtraction of fractions with the same denominator" effectively improved the efficiency of students' "learning first".
Teachers can apply micro-lessons in students' preview stage. In the process of preview, students often can't grasp the whole knowledge point, and even the important and difficult points in teaching are difficult to break through. If these "joint" problems are not solved, then students' preview is invalid. In this regard, teachers can combine their many years of teaching experience to make micro-courses on knowledge points that students are prone to doubt, so as to help students answer questions, thus clearing the way for students to learn new knowledge and master basic mathematics knowledge. For example, when previewing "addition and subtraction of fractions with the same denominator", many students don't understand the addition and subtraction between fractions, that is, the addition and subtraction between molecules, under the same denominator. In order to solve this problem, I made a video of "addition and subtraction of fractions with the same denominator" before class, so that students can nip wrong ideas in the bud during preview and correctly understand algorithms and reasoning with the help of micro-lessons. This kind of micro-lesson effectively improves the efficiency of students' "learning first".
(2) The micro-course on "Tree Planting" effectively broke through the key and difficult points in teaching. The key and difficult points in teaching are the center of students' classroom learning, and also the core content that teachers need to carefully design and guide students to explore. In the traditional teaching process, teachers always design a large number of teaching links so that students can consciously understand knowledge from the whole knowledge chain. This is understandable, but some students' understanding ability is not very strong, so that teachers are tired of teaching and students are tired of learning, and the effect of classroom teaching is not obvious. Micro-lessons can just hit students' troubles and make them easier to understand and accept in a more intuitive form. For example, when teaching "tree planting", I first remind students that the topic to be done is "planting at both ends" through the video of the micro-lesson, and also use pictures as examples to let students understand what "interval" is, and then turn the example into a simple line segment by simplifying the complex, draw three points to appear two line segments, and draw four points to appear three line segments &; Hellip& amphellip guides students to observe the law that "the number of points drawn is always one more than the number of lines obtained". Finally, I use a path instead of a line segment and a small tree instead of a point on the line segment, and then observe the law of the discovery period: the number of trees is always one more than the interval between trees. Come to this conclusion, the problem in the example will be solved. It not only aroused students' interest in learning, but also effectively solved the difficult points of this class in a subtle way.
(3) The micro-course "Weighing Area" has effectively expanded the skills learning methods inside and outside the book.
It is also very necessary to use micro-lessons in time after class. Because the classroom teaching capacity is generally large and there are many knowledge points, many students can't master them systematically. It is necessary for teachers to make micro-lessons, so that students can further digest and integrate the contents of this lesson and make their knowledge more systematic and profound. For example, after students learned "hectares and square kilometers", I made a micro-lesson "Weighing area". First of all, I asked this question: How do I know the actual area of our province and our city? After the students are puzzled, the teacher should teach the specific methods in time. Finally, students are assigned practical homework to master knowledge, form skills and develop thinking through hands-on operation. This micro-lesson effectively expands the skills learning methods inside and outside the book.
(D) The micro-lesson "Filling Skills of Math Game Jiugongge" effectively stimulated the interest in exploring asterisks.
There are some asterisks in mathematics textbooks, which provide rich materials for students to explore the wonderful world of mathematics. Teachers need to inspire and guide students purposefully, turn their curiosity into curiosity, and gradually form their stable interest in learning mathematics and their confidence in learning and using mathematics. There is an asterisk in the second volume of Grade One in the math textbook, which says, "Fill the nine numbers 2 1, 22, 23, 24, 25, 26, 27, 28 and 29 in the circle so that the sum of the three numbers on the horizontal, vertical and diagonal lines is equal to 75". This is a typical nine-square problem, which is very difficult for first-grade children. The first-grade teacher found a formula to fill in the nine squares through online search, which is simple and easy to learn, and is very helpful to solve this problem. So, the teacher used his spare time to do a micro-lesson "Filling Skills of Jiugongge in Mathematical Games". The teaching session begins with this asterisk, and then leads to the formula of filling in nine grids. Then, point analysis and corresponding digital filling are carried out in combination with the Jiugong grid diagram, and then the vertical and horizontal lines are numbered and verified. Finally, the steps and rules of filling 9 squares with any 9 consecutive numbers are derived. Although the micro-lesson lasted only five minutes, it took a lot of effort from the teachers. Finally, it is presented to the first-year students through QQ space or Weibo, asking parents to accompany their children to watch videos, learn methods and solve problems. The simple explanation, the scientific deduction process from formula to verification, and the fun and challenging learning style have won a good response: the first-year students and their parents like this micro-course very much. The effect of parent-child learning is also very obvious: the whole class has mastered the _ "secret" of this asterisk question. "I want to challenge the asterisk problem" and "the asterisk problem is really interesting" have become a hot topic for students to learn mathematics and the goal of inquiry learning. This micro-lesson has effectively stimulated students' interest in autonomous inquiry learning. To sum up, these micro-courses play an important role in mathematics classroom teaching, which can effectively improve the quality and efficiency of classroom teaching. Therefore, teachers must not ignore the important role of micro-courses in the process of curriculum design. It is necessary to choose appropriate teaching points, make use of in-class and out-of-class resources, guide students to ask questions and explore independently, and make simple micro-classes, so that students can make effective use of pre-class preview, in-class cooperative learning and after-class exploration, so that students can really enter micro-classes and achieve good classroom teaching results.
Author: Li Yan Unit: Li San Primary School, Shandan County, Gansu Province
Application of Micro-course in Primary School Mathematics Teaching Paper 2: Exploration of Micro-course in Primary School Mathematics Teaching With the popularity of the Internet, the development of video compression and transmission technology and the increasing popularity of wireless networks, the Internet has entered a "micro-era", and Weibo, WeChat, microfilm and other "micro-era" products have spread at a speed beyond people's imagination. In this environment, "micro-course" came into being, which is novel, unique and unique. Primary school mathematics is an important part of the basic education system. Therefore, under the guidance of quality education and new curriculum standards, primary school mathematics teachers in China have begun to try to apply micro-courses to classroom teaching. Although some achievements have been made in practice, due to the problems of educational system, educational concept and teachers' quality, the role of micro-courses in primary school mathematics classroom teaching is far from being fully exerted.
First, the problems in the application of micro-courses in primary school mathematics teaching
1, content design has not been paid enough attention.
The content of micro-course is the carrier of micro-course teaching, so teachers must first design the content scientifically and reasonably if they want to play their due role in the classroom. However, in the actual teaching of primary school mathematics, some teachers have misunderstandings about micro-courses in form and surface, which leads to the problem that the form of micro-courses is greater than the content. For example, some teachers can't design the content according to the teaching objectives or the difficulty of knowledge. In addition, some teachers have rigid problems in the selection and presentation of micro-lessons, which makes micro-lessons become a disguised classroom indoctrination. Such micro-lessons naturally cannot achieve the purpose of activating the classroom atmosphere and stimulating students' interest in learning.
2. There are blind and excessive problems in the use of micro-courses.
Micro-class is only a supplement to classroom teaching, not the whole of classroom teaching. That is to say, when applying micro-lessons, teachers should judge whether to use micro-lessons according to the difficulty of teaching content, that is, when encountering some difficult knowledge points, micro-lessons can be made to ensure students to learn repeatedly, while simple problems such as mathematical concepts can be completed directly through classroom teaching. However, in actual teaching, some primary school math teachers regard micro-lessons as a "magic weapon", and the specific situation of ignoring knowledge points is always presented in the form of micro-lessons. This blind abuse of micro-courses not only makes students lose interest in micro-courses, but also makes students rely too much on micro-course review in their studies, resulting in inertia in attending classes.
3. Insufficient understanding of the importance of microteaching.
In teaching practice, some teachers blindly abuse micro-courses, and some teachers scoff at micro-courses. They firmly believe in the important role of classroom teaching in knowledge transfer, but they don't realize that micro-courses have become an important resource to enrich teaching content with the changes of the times. Therefore, the traditional knowledge infusion teaching method is still used in teaching, which has serious disadvantages in stimulating students' interest in learning and cultivating students' autonomous learning ability, resulting in low efficiency in primary school mathematics classroom teaching.
Second, how to effectively use micro-classes in primary school classroom teaching
1, preview the application in.
Preview is the starting point of learning new knowledge and an important step in the teaching process. In the process of primary school mathematics teaching, making students familiar with textbook knowledge can get twice the result with half the effort, and using micro-lessons can help students find the key points of preview, thus greatly improving the efficiency of preview. For example, in the preview teaching of "maximum common factor and minimum common multiple", teachers make preview content into micro-lessons before class and send them to students through the network. The students sort out the knowledge according to the content of the micro-lesson, and mark and sort out the questions in the preview. In class, through the examination of students' preview, the teacher found that some students had difficulty in understanding the contents such as "the practical application of the greatest common factor and the least common multiple" and "how to find the greatest common factor and the least common multiple by short division". In order to solve these problems, teachers focus on explaining them in class, which greatly improves the efficiency of students' lectures.
2. Application in classroom teaching
In classroom teaching, teachers can let students watch micro-lesson videos, communicate with students, and arouse students' in-depth thinking, so as to realize scientific teaching with emphasis on knowledge. For example, there are often deviations in junior students' understanding of the 24-hour timing method. So, a teacher made a micro-lesson to solve this teaching problem and played it in class. The content of the micro-lesson starts with the problem, that is, the teacher shows the students a train ticket, which shows the departure time of 65433. Through the thinking caused by this question, the teacher introduced the 24-hour timing method and taught the students the conversion between this timing method and 12-hour timing method, and students can easily understand the meaning of the 24-hour timing method and its application in life in such practical problems.
3. Application in knowledge integration
The knowledge in the classroom needs to be reviewed and consolidated after class, and micro-lessons can effectively help students review their knowledge because of their own advantages. For example, students can "copy" the contents of micro-courses, watch and learn the contents that have not been digested in time in classroom teaching repeatedly, and ask teachers for advice through the network when they encounter problems they don't understand until they fully master the knowledge; In addition, teachers can also use micro-lessons to practice students after class. Through practice feedback, teachers can grasp students' learning situation in time and formulate corresponding teaching strategies according to the situation.
Three. conclusion
In a word, as a new teaching resource and teaching mode in the information age, micro-class plays an important role in invigorating classroom atmosphere, stimulating students' interest in learning and improving classroom teaching efficiency. Therefore, primary school mathematics teachers should make full use of the existing multimedia teaching equipment, scientifically design micro-courses, reasonably standardize and use micro-courses in class, and ensure that students can deeply analyze the important and difficult points of knowledge points with the help of micro-courses, so as to complete the teaching objectives.
Author: Zhou Guangzhou Unit: Yangji Central Primary School, Funing County
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