Compared with the complicated learning of various micro-course design skills, experienced teachers prefer to insert multiple-choice questions, subjective questions or classroom interactive games into micro-videos.
Students can learn about students' mastery through these classroom interaction data while not feeling bored watching videos. For the interactive teaching tools of mathematics in primary and secondary schools, teachers can freely change the parameter values, and more intuitively show abstract problems such as Pythagorean theorem, continuous change of moving points, and combination of numbers and shapes to help students understand quickly.