The Application Tentative Research Of Micro-video Resources Used In High School Physics Teaching

This paper summarized the domestic and foreign scholars’researches on micro-video. Internationally, micro-video has been used for teaching more often over the past decade, while China’s micro-video practice in teaching started late. It was just seven years since the concept of "micro-video" has been proposed. Micro-video has been used for teaching after the year of2010. Throughout the domestic scholars’study on micro-video, we could find that they just stay in the review and discussion of some theoretical with little practice, however, closely linked with the practice of teaching relying on micro-video is more likely to be placed in the colleges or part of the curriculum of vocational schools, while really practiced in the high school classroom is more uncommon. Therefore, as a testing ground, carrying out physics teaching based on micro-video in high school physics class with element of micro-video resources is an innovation both in form and content.The research work started from theory. Based on micro-learning theory and general high school physics curriculum standards, a full understanding of the importance of using micro-video resources to improve the quality of physics teaching is get after rational thinking about using micro-video resources in high school physics teaching. Before applying micro-video on high school physics teaching, the process of exploring micro-video resources is needed. The process includes selecting micro-video, classification, editing and application recommendations. Combined with the teaching practice, the principle of micro-video resources for high school physics teaching is given, including the principle of necessity, scientific principle, the principle of appropriateness and the principle of effectiveness. On the basis of four principles, the ways and means of micro-video resources for high school physics classroom are given combining with comparing the applications of different lesson types with micro-video, as well as comparing the desired effect and the actual effect of high school physics teaching with micro-video resources. In the era of fragmentation, there is a big space for the micro-video application in the teaching of subjects. This paper clarifies the relationship among micro-video, micro-learning and micro-lesson via literature research to put forward the definition of high school physics micro-video, find theoretical support, and then to carry out instructional design based on micro-video, put into practice in teaching, rethink on ways and means of micro-video for high school physics teaching, to improving the efficiency of classroom teaching from the perspective of micro-learning in the future teaching practice.