Design And Practice Of Micro-lesson

With the development of the information technology educational resources in recent years.The production of Micro-lesson not only promotes the development of quality education resources in China,but also has a certain inspiration for traditional classroom teaching.In basic education,the application of Micro-lesson has a very high application value to improve students' learning efficiency,learning ability,and innovative teaching methods.Therefore,how to develop high-quality Micro-lesson resources more scientifically and efficiently is highly worthy of research and reflection,and has obvious practical significance.This paper uses the literature research method to sort out the current research status of micro-curriculum at home and abroad,analyze the cases of Micro-lesson.Based on literature research,the design principles and design elements of micro-lesson were summarized and a set of micro-lesson development models was proposed.The model includes learner and learning content analysis,micro-lesson design,micro-lesson production,micro-lesson use and reflection,and rethinking the role of micro-lesson in the next stage of development.Micro-lesson development and teaching practice,guided by the constructivist learning theory,combined with geography disciplines,through the action research method,carried out the design and practice of a series of micro-lesson Happiness Geography.Through the three phases of planning-implementation-reflection process,we developed the three micro-lesson Rational allocation of water resources,Development of agriculture according to local conditions,and Indus trial distribution in our country in turn,a.nd put them into the daily teaching of geography.After the publicat ion of each mini-course,the teacher and student feedback,data analysis were conducted through a questionnaire survey,and after summarizing,improvements were made during the development of a new miero-lesson.Through the three stages of action research development,data analysis of teacher-student feedback revealed that the series of micro-lesson played a good role in improving students' interest in learning,enthusiasm,and learning efficiency.The success of this series of micro-lesson also validates the feasibility of the model.At the same time,the theory and practice are closely integrated in action research,and the micro-lesson development model is also supplemented by feedback from practice.The fifth part is summary and outlook of this research,shows the results of this study,the deficiencies and future research direction.This study provides reference and reference for the construction of high quality junior high school geography and other disciplines of micro-lesson resources,and makes micro-lesson further standardized and systematically serves the subject classroom teaching.In the future,the main direction that micro lessons need to consider and study is how to use learners as the center,innovate the teaching model,and develop more of the high-quality micro-lesson resources that are well-loved by learners in order to improve teaching quality.