Research On The Effectiveness Of Micro Curriculum

In recent years, concepts like Flipped Classroom and Khan Academy and so on have been gaining their popularity. As a result, Micro-course, as the main instrument for preview before the Flipped Classroom, raises great attention from administrative departments of education and is becoming the new topic in the field of education reform and educational informatization. In the meantime, there are many studies concerning Micro-course. However, the research on the assessment of Micro-course needs to be further explored. Therefore, this thesis focuses on the effectiveness of Micro-course.When studying the effectiveness of Micro-course, at first, this paper mainly lay emphasis on the analysis of the current research situation of Micro-course and its effectiveness based on the theoretical foundation of Cognitive Load Theory, Achievement Motivation Theory and the Mastery Learning Theory, together with the effectiveness index from professional documents abroad and at home, with the final goal of constructing a system of the effectiveness index of Micro-course. Secondly, the author uses the Group-decision Analytical Hierarchy Process (GAHP) to calculate the ratio of each index in the system of the effectiveness index of Micro-course in order to form the questionnaire about the evaluation of the effectiveness of Micro-course by referring to relevant questionnaires at home. The study sends the online questionnaire to teachers and students from junior and senior middle schools as it evaluates the effectiveness of Micro-course from both sides. At last, the author selects 409 questionnaires from students and 97 questionnaires from teachers as the material for analyzing.Through the SPSS20.0 analysis, the study shows the following results. Firstly, the system of the effectiveness of Micro-course is well organized. Secondly, student gender has no influence on the evaluation of the effectiveness of Micro-course. Thirdly, factors such as students’Grade and preference have evidently different influence on the effectiveness of Micro-course, such as complexity, productivity and satisfaction. Fourthly, senior middle school students focus more on the effective design and satisfaction of Micro-course than junior middle school students. Fifthly, the teaching grade, teaching subject and educational background of teachers have no difference on the evaluation of the effectiveness of Micro-course. Sixth, factors such as teachers’gender, age and teaching experience have no difference on the evaluation of the effectiveness of Micro-course.According to the study result, the author proposes 8 strategies to improve the effectiveness of the Micro-course. Micro-course should emphasize firstly the design of teaching activity, secondly the presentation of the teaching content, thirdly the refinement of knowledge points, fourthly developing regional Micro-course resources, fifthly the training of Micro-course, sixthly the construction of platform of Micro-course resources, seventhly the construction of an effective incentive mechanism, and eighthly, and eighthly the carrying out of the concept of people oriented education.In terms of the evaluation of the effectiveness of the Micro-course, this thesis has not carried out empirical research, which needs further exploration in the future.