Micro - Course And Middle School History Teaching

Micro-lecture is a kind of digital network teaching resource which is cored on micro videos. It has many advantages, for examples, essential in content, convenient to make and easy to use, so the micro-lecture is suitable for learners to learn at any time and any place. As a result, micro-lecture is a useful complement and expansion to traditional teaching. Born in the era of micro learning and as an informal learning style, micro-lecture is a product of deep integration of thinking and education based on the Internet. All its advantages are in accordance with the new curriculum concept. It would be quite a help to a teacher’s professional development and students’ independent learning. However, because of the limitation in practical use, micro-lecture is currently lack of power in sustainable development. In current educational theory and practice, one of the hot topics is to analyze the depth of the micro-lecture and the depth of the existing teaching methods as well as to analyze the role of the existing teaching system and accelerate the development of the discipline of micro-lecture. This essay focuses on the research of the relationship between micro-lecture and middle school history teaching, the meaning and characteristics of micro-lecture, the concept definition and the exploration of the value of micro-lecture in history teaching. The author has carried out a series of researches and practice to obtain detailed data:such as conducting a questionnaire survey among current middle school students to analyze the similarities and differences in micro-lecture practical use in junior and senior high school and at the same time find out the existing problems; exploring the top-level design and practical application of micro-lecture in history teaching through a number of interviews with local micro teaching main pushers, history research staff and the school excellent history teachers; carrying on the contrast experiment in middle school history teaching; paying attention to the observation and analysis. On the basis of the above researches and practice and according to the relevant education teaching theory in history teaching strategy, the author put forward his own preliminary ideas from the three levels of organization, implementation and management.The essay has relatively explored the status and role of micro-lecture in middle school history teaching in theory and practice. It has also put forward some innovative ideas and methods and achieved certain results. But because of the limitation of theoretical attainment and practical design abilities, there are still some deficiencies in the "Research on the relationship between micro-lecture and middle school history teaching". For example, it hasn’t definitely analyzed the development train of thought about history micro-lecture; the educational practice and investigation of micro-lecture hasn’t broken through the traditional line; there haven’t been enough scientific measurement or methods; the differences between the usage of micro-lecture in junior and senior high school history teaching haven’t been fully explored; the micro-lecture hasn’t obviously reflected the distinguishes of history from other subjects. In the future history teaching and research, the author will make persistent efforts to solve the problems above, moreover, continue to pay attention to the usage of micro-lecture in middle school history teaching. Also, the author hopes to be part of the history of middle school history education and to provide some reference for investigators and practitioners of middle school history education in order to let micro-lecture of history develop sustainably and be used widely.