Research On The Design,Development And Application Of Story-based Micro-lesson

The development of micro-courses has entered the stage of refinement research.It is necessary to divide the micro-lessons into different sub-categories according to certain standards,and carry out design,development and application research to give full play to the role of micro-courses.The micro-lesson of the educational informationization 2.0 era need to combine scientific rationality and logic,story imagination and culture,and spiritual feelings and creativity.Thus,Story-based micro-lesson came into being.On the one hand,Story-based micro-lesson combines science,story and spirit,and can satisfy the three major demands at the same time.On the other hand,Story-based micro-lesson is rich in content,novel in form and diverse in type,which is one of the mainstream directions for the sustainable development of micro-courses.Based on the theory and practice,the author conducts theoretical,design,development and application research on Story-based micro-lesson based on the 3S concept.This research analyzes the domestic and international research status of the design,development and application of Story-based micro-lesson through literature research and case study.According to Story-based micro-lesson,the three dimensions of story knowledge selection,story design and media design,three Story-based micro-lessons are analyzed.The elements that affect the quality of Story-based micro-lesson are storytelling,story writing,media presentation and post-processing.And then summed up the six principles of Story-based micro-lesson design: story knowledge fusion,immersive experience principle,cognitive emotionalization principle,fun principle,learner center principle,individualization principle;five strategies: select the appropriate story Proper use of narrative logic,rational use of production tools,story scripting strategies,team collaboration strategies,combined with a large amount of experience in team information technology skills training and micro-class creation,proposes a design model,development process and application based on ARCS theory Story-based micro-lesson.Mode to guide the production of Story-based micro-lesson.The author selected the knowledge of the first unit and the fifth unit of the basic module of the secondary vocational mathematics to develop the Story-based micro-lesson,and analyzed the design,development and application stage of the Story-based micro-lesson "Rotating Angle",and the teacher information.The technical application ability improvement training verifies the design mode,development process and application mode of Story-based micro-lesson.Through literature analysis,content analysis and feature analysis,it is found that the Story-based micro-lesson are rich in content and interesting in form,which can effectively stimulate learners’ interest in learning and have broad application prospects.Therefore,it is very necessary to strengthen the research on Story-based micro-lesson.Story-based micro-lesson is centered on the fusion of knowledge and story.Different types of knowledge are integrated through the adaptation of the story.Factual knowledge,conceptual knowledge and story fusion often use the imaginary adaptation of the story to adapt and integrate,procedural knowledge.It is often adapted to the real situation-style adaptation of the story;at the same time,the adaptation of the story needs to “put it well” and add the favorite elements of the learner;the design elements of Story-based micro-lesson have the selection of story knowledge,story adaptation,media presentation and Post-processing should follow the principles of story knowledge fusion,immersive experience,cognitive emotion,fun,learner center,and individuality.Story-based micro-lesson design model from the perspective of ARCS is conducive to stimulating and maintaining learners’ attention;the design and development of Story-based micro-lesson is more difficult and challenging,and creators should upgrade themselves from the following aspects:(1)Cultivate image thinking,divergent thinking and story thinking;(2)Improve story scripting ability;(3)Improve knowledge storytelling and visual presentation capabilities;(4)Strengthen micro-course team building.