The Effect Of Research Based On The Micro Lesson In High-school Geography Class

In order to create a favorable environment for students’ geographic information awareness and capabilities, the new curriculum standard of full-time high school geography had underlined geographic exploration, self-learning and the application of modern information technology in teaching. At the same time, “micro-lesson’’ storm sweep around our country, and became a technology to change education model. So, it was efficiently transformed students’ style from passive knowledge recipients to active learners, which not only reflected the new curriculum idea, but also changed the traditional teaching model.In this paper, the background and research status of micro-lesson was introduced. Based on the literature survey, the characteristics and basic theory of micro-lesson was summarized. The use situation and operation of micro lesson in high-school geography had also been investigated by using questionnaire and interview survey from the second high school of Yibin county. Then, the condition and need of students for geography lesson, especially micro-lesson had been analyzed. After those work finish, the geographic micro-lesson of high school was designed, which proposed six constituent elements. Each element was designed as a reference template. Secondly, using the six micro-lesson elements reformed the new and refresher courses. Finally, the effect of geographic micro-lesson transformation in high school was analyzed and valued.