Research On Development And Design Of Micro-Class In The Class Of High-School Geography

With the popularization of Mobile Communication Technology and on line communication and the rapid emergence of new media represented by Twitter and We Chat, it not only brings a shock to people’s lives, but also exerts a profound significance to education field that micro-class, MOOCS and other novel teaching resources come into being. A growing number of front-line teachers make an attempt to improve traditional classes by new teaching resource---micro-class. There are also many organizations that proactively participating in the construction of the resources and platform of micro-class including departments at all levels and entrepreneurs of on-line education, thus emerging numerous diverse micro-classes, and causing "micro-class hot" through the whole country.This study puts its theory into practice, and makes the application situation of micro-class at home and abroad clear.The thesis, on the purpose of how to systematically design high school geography micro-class, carries on a research analysis towards how much the high school students like the geography, instructional needs and instructional expectation about micro-class by means of document analysis method, questionnaire survey, interviewing method and other methods on the basis of high school geography and then put forward relevant process and optimized strategy about high school geography micro-class development and design. The research is a great reference to develop and design high school geography micro-class in a better way and enhance the teaching performance of micro-class.This paper is totally divided into six parts.The first part is the introduction, which mainly introduces its research background and significance, present situation of the domestic and foreign research, purposes and contents of the research and research method and thinking.The contents of the second part is mainly about the study of the theoretical foundation of knowledge and study relevant to micro-class, which makes the concept, feature and pattern of micro-class clear. Meanwhile, combining the feature of geographical micro-class, this paper makes a relevant discussion of the theory and design of micro-class, and it also elaborates the feasibility of development and design of the micro-class applied in the class of high-school geography through Blending Learning, Mastery Learning and Contextual Learning.The third part mainly makes an analysis on application prospect of high school geography micro-class. Based on some relevant analyses of current high school geography’s teaching objectives and teaching status duo, this article conducts a questionnaire survey participated by high school students of different grades, and the questionnaire focuses on such three aspects as how much the respondents like the subject of geography, their demands for micro-class teaching and micro-class teaching expectations; also, geography teachers and students majoring in geography from normal schools are also interviewed in terms of the difficulties and obstacles of micro-class in present teaching effects and designing as well as the comparability between micro-class teaching and traditional teaching so as to analyze how much prospect and value of development and design micro-class of high school geography possesses.In the fourth part, this paper develops and designs the micro-class of high- school geography, and also makes a scientific analysis and design of the purposes, principles and processes of the development, as well as the instructional design, which is based on the analysis of data arrangement of student questionnaire and the interview of front-line teachers and the pedagogical students.The paper in fifth part puts forward optimization strategies for the micro-class of high-school geography, which offers suggestions of strengthening the construction of network platform, improving the cognitive level of micro-class, promoting the participation degree of teachers and perfecting the evaluation system of micro-class, with combining the features of geography micro-class, situations of traditional geographic teaching and the arrangement of data about questionnaire and interview.The paper in sixth part is the conclusion and prospect, which makes a summary to the research content of this paper and also puts forwards the deficiencies of this research on this basis. In the end, it suggests that micro-class is definitely not a short-lived teaching method, but a prospect of further teaching development trend, meanwhile, it also hopes that there will be more scholars to do further research and development on it.