Research On The Design Of Geography And Micro - Course In Senior Middle School Under The Learning Environment

The learners’ demands for personalized learning and proposal of learning concept drive education to develop toward the interactive and diversified direction. Meanwhile, learning is also becoming mobilized, fragmented and miniaturized, which would replace the large-capacity and large-unit learning methods of traditional education. How to design and develop better-quality course learning resources to meet learners’ demand of ubiquitous learning is an important subject for the design and study of micro course. Although the micro course study is in full swing, we still need to calm down and think about some questions. For example, is there a systematic and standardized model for micro course design? What are the main problems the middle school geography teachers encounter during the design and development of micro course? Could the currently designed micro geography course meet the miniaturized, fragmented, personalized and mobilized demands and expectations of learning? Administrative departments of education, schools, research institutions, teachers and learners are all concerned about these questions and they need the constant exploration of the researchers in the future study.By adopting such methods as content analysis and case analysis, this paper analyzes the basic concept and demands of the micro course design of high school geography so as to find the current situation and existing problems of the micro geography course design, explore the effective model of high school micro geography course design, study and analyze the experience and lessons of micro course resource construction, explore an effective means that suits high school geography teaching and provide decision and advice for the planning, design, development and application of the micro course resources of the educational enterprises. This study makes the detailed discussion mainly from such aspects as follows:The first part is the introduction. Chapter 1 mainly discusses the research background, research significance and literature at home and abroad of this subject and decides on related research methods by analyzing the research objects and research content. Chapter 2 defines such key concepts as "micro course" and "ubiquitous learning" in this study and analyzes related theoretical basis of this study.The second part expounds the high school micro geography course design in detail. Chapter 3 expounds factors such as the concept and requirements of high school micro geography course design, puts forwards some ideas about the standardized process of micro course design and further brings forward a micro geography course design pattern which could be widely used by teachers. The key technical part introduces several micro video production methods at different levels of difficulty and comments the advantages and disadvantages of each method. Then it explores the establishment of micro course platform and discusses the difficulty in the process of micro course design. Based on the previous chapter, Chapter 3 provides optimization suggestions for all parties involved in micro course design and proposes optimization strategies from single micro course and the integrated multiple courses respectively. Chapter 4 is the case study which further clarifies the design patterns for different types of micro geography courses by three different types of micro course cases.The third part is about the conclusions and prospect. At the end of this paper, it summarizes the conclusions of this study, reviews the shortcomings in the study in an objective way and proposes prospect for study.