A Study On The Application Of Micro - Course In Ideological And Moral Education In Junior Middle School

2012 is the first year of China’s microlecture, the domestic research on microlecture more deeply and widely and there is no lack of paper about the use of microlecture in specific subjects. This paper explores the reasons and how to use microlecture in the junior middle school ideological and moral education as the main purpose. The author readed some papers, observed the first Chinese microlecture competition online and carried out a survey. Quest the history, the definition, the characteristics, the theoretical basis of microlecture. Then the author distinguished the relations and differences between the microlecture and micro video, microcourse, mini course curriculum. Around the use of microlecture in junior middle school of ideological and moral education as the main line. The author elucidated the use of reason and discussed how to use microlecture before class, in class, after class of ideological and moral teaching and payed attention to the problems after use. First of all, the author considered that using microlecture in the junior middle school ideological and moral education is dicided by the external and internal point of view. From the external point of view, the requirements of the times, the development of microlecture teaching abroad, domestic policy, other disciplines use effect are the four big reasons; from the internal point of view, discipline characteristics, students’ characteristics, the requirements of curriculum standards and the requirements of test are four big reasons. Then, the author elaborated the use of microlecture in the junior middle school ideological and moral teaching that considered alternate microlecture, whether to follow the principles of ideological and moral curriculum standards, follow the principles of cognitive load theory, follow the principle of persistence of vision. Before class, in class, after class in different time and space and different content we should according to them to select or make adaptation of the microlecture types. Put forward the use of microlecture in ideological and moral teaching the differences between before class, in classes, after class. At the same time, the author put forward that after use we need to pay attention to the problems, such as establishing the consciorsness of use, to avoid heavy burden on students, after class teachers to answer questions and communication with the students online. One of the innovation of this paper is to explore the reason of using microlecture in junior middle school ideological and moral teaching, innovation two is expounded how to apply the microlecture in junior middle school ideological and moral teaching.