The Application Research Of Micro Class In High School Geography Teaching

Along with the network entering the era of micro world, people find that the trend of teaching reform is developing toward the same direction on the basis of the analysis of practical teaching environment. Micro class is a new model of teaching resource created in this environment and rapidly developed into mature phase. The main purpose of this research is to analyze and summarize the feasibility, specific methods, significance, and value of micro class used in high school geography teaching. Based on teaching video, micro class includes the related teaching design, teaching reflection, students’ feedback, and other supplementary teaching resources. It not only provides teaching resources which conform to the teaching practice, emphasize the key and difficult points, and meet students’ individual needs, but also presents the learning theory in which to learn is the key. Micro class is a flexible, convenient, practical and interesting teaching resource utility thanks to its design and creation of situational teaching environment.The thesis includes five chapters. The first chapter mainly introduces the background, domestic and foreign status quote and research methods, significance, and features of micro class. These contents are the results of reading various references, focusing on hot issues of micro class on the Internet, using literature analysis, at the same time, adding the author’s own understanding and summary analysis. The second chapter is an overview of micro class, summarizing the definition, analyzing specific features and theory foundation. The main content of the third chapter mainly talks about the teaching design. The first step is to carry on the preliminary analysis including students, courses, teaching procedures and other considerations to prove that it is practical for teachers to apply micro class in high school geography teaching. The second step is to construct applying model of micro class and systematically analyzing its process. At last, the chapter sums up the significance of micro class in high school geography teaching. The fourth chapter is about a case design. It demonstrates that students’ learning effect can be improved through micro class because students are more interested in this kind of class so that they are more active to explore what they don’t know. The conclusion is generated through analyzing and interviewing, summarizing the actual effects and shortcomings of micro class in high school geography teaching. In addition, this chapter offers the specific measures to improve the micro class. In the end, the fifth chapter is also the last chapter about the summary and prospect of micro class application. The study points out that micro class is a thoroughly new kind of teaching resources with great potential.This study provides comprehensive answers to such questions as how to apply and design micro class, how to solve the problems encounter in micro classes of high school geography teaching. All these efforts will contribute to the future development of micro class.