Research On The Teaching Practice Of Geography In High School Based On The Application Of Micro Lesson

Geography micro lesson in high school contains miniature geography teaching videos and related teaching resources. It came into being based on modern science and technology applied to senior high school geography education, such as information technology, Internet technology. High school geography micro lesson makes use of Audio-visual effect, combines with pictures and text and other teaching elements, breaking the limits of macroscopic and microscopic, space and time limit, so as to create a lively learning atmosphere and arouse high school students’ learning interest; Improving the transmission of geographical information helps students with specific perception and rational cognition of geographical object space distribution, the change process and its contact with geographical things. It can also enrich and deepen the content of geography teaching. Therefore, high school geography micro lesson is both comprehensive and systematic, short and exquisite, dynamic and flexible and has a strong characteristic of time. It is welcomed by the majority of students and geography teachers in high school. However, due to time limited, complex design, relatively complicated production process, domestic and foreign related research is still lacking on how to use geography micro lesson scientifically and regularly in high school and what is the unique effect on geography education in high school. Based on practical research, from the view of the strategy and effectiveness of implementation, the relationship between micro lesson and geography teaching in high school should be straightened out to explore the implementation strategy of geography micro lesson in high school applied to high school geography education and to analyze the effectiveness on teachers and students’growth which is the focus of this research.The full text is based on the survey of micro lesson, the theory of geography curriculum in high school at home and abroad research and the present foundation of resources construction situation, combined with literature analysis method, case analysis method, experimental teaching method and interview method, Starting from constructivism theory, modern cognitive view and teachers’growth and development theory, according to the attribute and the main characteristics of geography class in high school, focusing on its application in high school geography teaching strategy and analysis the effectiveness of the strategy. The text studies the implementation strategy of geography micro lessons in high school before class, in the class, after class, on geographical research and during holidays; and analyzes its practical significance on promoting interregional equity in education, grasping the geography science’nuclear Core literacy, helping to promote the development of high school geography teachers, improving the efficiency of high school geography class, as well as to help high school students to improve geography learning methods, and enhance their academic performance.The full text is composed of five parts:The first part is the introduction, which discusses the research background and the research status at home and abroad and outlines the content, methods, significance and innovation of this thesis.The second part defines the related concepts and expounds the theoretical basis of the study.The third part discusses implementation strategy of high school geography micro teaching applied to geography teaching from the perspective of applications before class, while class, after class and during the holidays and teaching research. Before the geography class it can be used to review and preview relevant knowledge. After geography class it can be used to help both outstanding students and students with learning difficulties. In the class it can be applied to new lesson, review lesson and exercise lesson, and other teaching types. During the holidays it can be used to teach and tutor students online. Schools can use it to develop intramural research and extramural research.The fourth part is the analysis of the effectiveness of the high school geography micro lesson from two points of view, namely geography education and geography teaching. From the view of geography education, "Internet plus high school geography micro class ", in a certain sense, promotes equal access to public education resources, promotes the education fair, to help high school students achieve higher thinking skills training such as " the core literacy of geography " and learning the tacit knowledge, which provides a new way for professional development of geography teachers in senior high school. From the point of geography teaching, micro lesson into high school geography class, can optimize teaching content, improve teaching efficiency, help students adjust time distribution to their geography learning, help high school students with self-study by a more flexible "Flipped Classroom" model, and stimulate students’appetite to knowledge to improve the geography academic performance.The fifth part is the summary of the full text, and it also points out the limitations of the high school geography micro lesson, the insufficient of this study and the prospects for future research.The application of micro class teaching is not only a great breakthrough to basic education, but also a bold exploration of information technology and the "Internet plus" concept into the basic education.The research on micro class used in high school geography teaching provides platform for high school geography micro teaching contributes to developing geography science and is helpful to the cultivation of the students and teachers.Although there are still some problems and shortcomings in the research and application of high school geography micro class, with the development of micro class, it would have a promising prospect in basic education in the future. It has certain model significance to geography education and comprehensive deepening reform, and makes contributions to moral education.