Research On Video Design And Learning Effect Of Micro - Teaching From The Perspective Of Learning Science

The rapid promotion of educational programs on education information and qualityeducational resources and the development of network open class video, lead to manyscholars and experts pay attention to studying video resources. In addition, the deepening oftheoretical knowledge on study miniaturization, fragmentation and the popularity ofmicro-video, micro-movies and other video resources in various fields, thus forming newnetwork teaching resource, namely micro-teaching videos. Currently micro-teaching videorefers only a short time micro-video, and professionally designed micro-teaching videorarely,this study designs micro-teaching video patterns based on learning sciences theory andexplores how micro-teaching videos affects the learners’ learning effect from experimentalpoint of view. The main research work are the following:1.Gathering relevant information on learn sciences and micro-teaching video throughliterature analysis, designing micro-teaching video production model based on learningsciences theory, which containing the four aspects of the setting context, content presentation,teaching interaction and summarize evaluation, and proposing a five-minute micro-teachingvideo design patterns based on learning sciences.2.Comparing the learners’ learning effect based on the learn sciences’ micro-teachingvideo model to other modes through experimental research, the results display that:in theaspects of learning cognitive, the learning academic about the experimental group’smicro-teaching video higher than the control group’s micro-teaching video; the learning timeabout the experimental group’s micro-teaching video slightly less than the control group’smicro-teaching video;the learning efficiency about the experimental group’s micro-teachingvideo miniature higher than the control group’s micro-teaching video.In learning satisfactionlevels, the learning satisfaction about the experimental group’s micro-teaching video higherthan the control group’s micro-teaching video.In learning behavioral level, from the overallperspective of the video presentation, learners’ response and media operation, the learningfrequency about the experimental group’s micro-teaching video more than the control group’smicro-teaching video.Finally, based on the experimental results, from the perspective ofconstruction of high-quality teaching resources, media literacy, the learning factors based onteaching video and multimedia learning proposals some ideas.