Abstract
In some traditional large-class classrooms, there are problems such as inactive teaching process and poor teaching pertinence, which makes some students who are easily distracted and have the poor receptive ability cannot keep up with the teaching progress and gradually become students with learning difficulties. This research method using pretest-posttest control group design. The sample of this research is the experimental class method there are 48 students and in the control class 48 students grade 7 junior high school students. based on the results, Micro-classes have the characteristics of short, compact and powerful, which can effectively help students with learning difficulties to learn and master mathematics efficiently within the effective learning time. Based on the characteristics of students with learning difficulties and micro-classes, the author explores the actual improvement effect of micro-classes on the mathematics learning of students with learning difficulties by designing micro-classes in a targeted manner and conducting comparative teaching experiments in the first two parallel classes.
Highlights
Video learning is a new type of mathematics teaching resource (Hermawan, Samsuri, Kurniawati, & Sofyaningsih, 2018; Wijaya, Ying, & Suan, 2020)
This study presents the error-prone points of mathematics through micro-classes, and explores the design strategies and actual teaching effects of the micro-classes of mathematics wrong questions, in order to provide a specific reference for teacher teaching
This research method using pretest-posttest control group design in a middle school in Guilin City, two parallel classes for the 7th grade, junior high school were selected, one of which was used as an experimental class using video learning and the other was used as a control class
Summary
Video learning is a new type of mathematics teaching resource (Hermawan, Samsuri, Kurniawati, & Sofyaningsih, 2018; Wijaya, Ying, & Suan, 2020). It has short teaching time, smallclustered teaching objectives, small curriculum resources, refined-fine teaching design, refined teaching content, wonderful teaching activities, have a good teaching effect, strong pertinence, dynamic and interesting (Kay & Kletskin, 2012; Wiriyaudomsatean & Thinwiangthong, 2019). Dynamic and interesting pictures, highlight key points and solve difficult points, effectively help students with learning difficulties understand basic concepts, mastering problem-solving methods, experience mathematical ideas, and gain a sense of learning achievement within the effective time of student concentration, Improve mathematics learning performance (Huang, Chou, Wu, Shih, Yeh, Lao, Fong, & Chan, 2020). This study presents the error-prone points of mathematics through micro-classes, and explores the design strategies and actual teaching effects of the micro-classes of mathematics wrong questions, in order to provide a specific reference for teacher teaching
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