Designment And Application Of Geography Micro-course In High School

With the popularity of Internet in the global scope,mankind has really ushered in the era of big data.Now Weibo,QQ,WeChat Taobao,T-mall,Jing Dong and other online shopping ways are changing people's lives.At the same time,education is also changing unprecedented.With the deepening reform of education,the concept of education is constantly changing.Teaching advocates taking students as the main body,cultivating students' learning abilities such as independent thinking,cooperative inquiry,independent learning and so on.The modern educational technology also brings the opportunity for the educational reform.The application of various kinds of multimedia teaching methods has carried on the latent change to the traditional teaching ceaselessly.Micro-course class,as a new type of teaching resources,it is adapting to the needs of the development of information technology and education reform.This paper is divided into six parts.The first part is the introduction.Through a large number of reading documents,people can understand the development and research situation of micro-course class at home and abroad,so as to determine the research direction of this paper.The second part is to investigate the application of micro-courses in senior high king micro-course was troublesome.In general,the application of micro-course in geography teaching in senior high school is insufficient,so as to analyze the causes of the problems.The third part is the definition and theoretical basis of the concept.According to the previous research results,the related concepts of micro-class are clarified,and the characteristics of micro-class are summarized.It also expounds Tao Xingzhi's theory of "the unity of knowledge and practice",constructivism theory and educational audition theory,and uses scientific educational theory to better guide the design and application of microlessons.The fourth part is the designment and manufacture of micro-course.First,it is the principle of micro-course design,and then standardizes the steps of micro-course design.Then,the author took the knowledge point "Water cycle" in the compulsory 1 "Water Movement" in senior high school geography as an example and the "Exploration of RuhrDistrict in Germany" in the third compulsory course of Chinese Pictorial Geography Edition 3as an example to design specific micro-class cases.The fifth part is the experimental study on the application of micro-lessons.The designed micro-course case "Exploration of Ruhr District in Germany" is applied to practical teaching to test whether there are advantages over traditional teaching in the use of micro-lessons.Experiment pair was divided into experimental class and control class.Students' learning achievement,geographical learning interest and autonomous learning ability were compared and analyzed before and after teaching.The advantages of the application of micro-lessons were obtained,which indicated that the application of micro-lessons in teaching had some value.The sixth part is the summary and suggestion.Through the induction of the research conclusions,this paper puts forward some suggestions from three aspects: teachers' understanding of micro-class,the design and manufacture of micro-class,and the application of micro-class.It is pointed out that it is relatively simple for teachers to know the design and manufacture technology of micro-course class,but the emphasis is on the teaching design and material collection.When using microlessons for teaching,mixed teaching ideas can be adopted.Microvideo completes the process of knowledge explanation,and then promotes the in-depth understanding and application of knowledge with rich materials and problem orientation in order to achieve the best teaching effect.