The Research Of Micro-course Design Based On Problem Solving

As a kind of high-order thinking ability, problem solving becomes the importantdirection of current education reform, and will be an education goal in future. But it ishard to do the research on problem solving because of its complex cognitive process.It is rare to add problem solving to the research of Curriculum and InstructionalDesign. The paper aims to design Micro-Course with problem solving. The discussionin two parts: Theoretical deduction and case study.In the first part, it discusses from the theoretical perspective. Through the literatureresearch about problem solving learning theory, the concept of Micro-Course isdefined, and finds that design of Micro-Course and problem solving essentially haveclose relations. In fact, the process of learning Micro-Course is also the process ofproblem solving.Based on the theoretical assumption, this study deduces structural elements ofMicro-Course include problem, objectives, situation, resources, interaction andevaluation. And then constructs Micro-Course design model based on problemsolving, with the theory of curriculum and ADDIE instructional design model. In thismodel, first, determine the topic after the learning needs analysis. Next, discuss thedesign of well-structured and ill-structured problem. Then design the objectives ofMicro-Course around the problem. And then design the situation, resources,interaction and evaluation in the end. The paper describes the design of videoresources as the core part in Micro-Course resources. In the design, it needs to make adistinction between two types of problem. After that, needs to choose the best content,method, media and strategy. And then needs to design the content of video in theprocess of problem solving. At the same time, it provides the related auxiliaryresources, curriculum guidance, reflection, discussion and evaluation according to thevideo learning need. The paper sorts out the differences between well-structured andill-structured problem in the interpretation of Micro-Course design, and constructsdesign models of Micro-Course for supporting well-structured and ill-structuredproblem solving. In the second part, it discusses from the practical perspective. The paper choosestwo large activities of Micro-Course as research object, that is “The competition ofMicro-Course in China” and”The competition of Micro-Course in Universities”. Andtakes structural elements of Micro-Course as analytical content, uses EXCEL andsociology statistics software SPSS for the data processing. The analysis results showthat almost Micro-Courses based on well-structured problem in science andtechnology, and more Micro-Courses based on ill-structured problem in vocationalcollege and in literature and history. Around well-structured problem, Micro-Coursesare more designed to complete the education goal of knowledge, and more use themethod of practice. Around ill-structured problem, Micro-Courses are more designedto complete the education goal of emotional attitude and value orientation, and moreuse the method of discuss. Meanwhile, there are more exercises for Micro-Coursesbased on well-structured problem.Based on the above analysis, the study chooses two Micro-Courses from TEDED,one is based on well-structured problem and the other is based on ill-structuredproblem. And also chooses two Micro-Courses from “The competition ofMicro-Course in Universities”, one is based on well-structured problem and the otheris based on ill-structured problem. A detailed analysis on four courses confirmed thedifferences in the design of Micro-Courses based on well-structured and ill-structuredproblem and the operation possibility of models with the method of case analysis. Inthe end, the study tries to offer a template of Micro-Courses design for the designer.