A Case Study Of Micro-lecture Teaching Research Promotes Teachers' Professional Development

In our country, teachers' professional development has been the hot topic in education field. The Middle School Teachers' Professional Standard(trial) made in2012 push the research about teacher's professional development to a new climax. In the background of "Internet + education", teachers are forced to break through the dilemma and look for new ways to develop themselves, considering that they are put forward to new requirements and expectations. The “Micro lecture” arises at the historic moment. “Micro lecture” teaching research takes to solve the problems in teaching as research object, and takes teachers' as subject to promote students learning and teachers' professional development. It is such a kind of research activity.This study selects the “Micro lecture” workshop of Primary L in Gansu Province as a case. Based on the theory of “Micro lecture” and teachers' professional development, the study begins from the “Micro lecture” workshop's teaching and research activities and “Micro lecture” applying for the teaching, using observation method, interview method, questionnaire method and physical collection method to collect data. In the study, the researcher selects 10 teachers in the workshop to do the in-depth interview and other 5 teachers who don't take part in the workshop as the representative, also take random interviews to the experimental class who use the“Micro lecture”. Issuing 92 effective questionnaires which the collection is 76%, to investigate teachers' understanding for that “Micro lecture” how to affect teachers' professional development.According to the “Micro lecture” teaching research's cases of Primary L, to build the new mode of teachers' professional development based on “Micro lecture” applied for class teaching, and explain detail aspects of promotion. And at the same time,pointing out the problems, for example, teachers' lack of deep understanding of“Micro lecture” and professional quality and experts leading, and the poor management of “Micro lecture” workshop.According to analyze the case's results of Primary L, the study have following conclusions: The “Micro lecture”teaching and research is a new way to promote teachers' professional development. “Micro lecture” closely combined with teaching practice and promote teachers' professional development. Peer coaching and cooperation is the center of the “Micro lecture” teaching and research. “Micro lecture” teaching and research makes teachers reflective researchers. “Micro lecture”teaching research has its own problems. And the relevant suggestions are as follows.“Micro lecture” teaching research should give scope to teachers' initiative and creativeness. Improve the quality of “Micro lecture”. It should depend on forms of experts leading to promote teachers' professional development. Schools should supply good environment for “Micro lecture” teaching research. Schools should establish effective incentive and evaluation mechanism.