Study On The Influence Of The Form Of Teaching Microvideo Presentation Mode On The Learning Effect Of Information Technology Course In Junior High School

With the reform of compulsory education information technology courses,a series of educational projects,such as “online education”,“MOOC” and “flip classroom”,have been gradually launched,and the teaching micro video as the main resource carrier has also received extensive attention.Especially in recent years,with the deepening of practical research,there have been many forms of teaching micro-video,which can better promote the individualized learning of students,but many front-line teachers do not know which form to choose in practice.The micro-video,so the application effect of different forms of teaching micro-video has become a new research hotspot.The existing researches have studied the application of teaching micro-videos with different presentation methods from the aspects of learner’s learning satisfaction,cognitive load,and academic achievement.However,most of these studies use high school students and college students as samples,with declarative knowledge.Learning as an example to carry out research,can not provide a targeted reference and reference for the teaching practice of junior high school information technology teachers.Based on this,this study is based on multimedia learning theory,social presence theory,cognitive load theory and Broome taxonomy theory,using literature analysis method,investigation research method and quasi-experimental research method to procedural knowledge of junior high school information technology.In order to learn the content,explore the influence of different forms of teaching micro-video on the learning effect of junior high school information technology.First of all,based on literature analysis,the form of teaching micro-video defines four categories and ten forms according to the presence or absence of teachers,the way teachers appear,the length of teachers appearing,and whether key characters appear.The five dimensions of learning effect measurement are defined.,that is,social presence,learning satisfaction,cognitive load,academic achievement,and learning transfer ability,and developed measurement tools of various dimensions.Secondly,the first-year students were selected to conduct a three-week teaching experiment,and various data were collectedduring the experiment.Finally,based on the analysis of the data results,this study finds out whether teachers,teachers appear in the teaching micro-video,the social presence of teachers in the junior high school students,cognitive load,learning satisfaction,academic achievement and learning transfer ability.None of them have a significant impact.Whether key characters appear in teaching micro-videos has no significant effect on social presence,cognitive load and learning satisfaction,but in the explicit knowledge scores in academic achievement,the key characters of teaching micro-videos are dominant to learners.There is a significant difference in the academic performance of the knowledge,but there is no significant difference in the academic performance of the tacit knowledge.In the test of learning mobility,the teaching micro-videos with key characters will have significant differences in the learning mobility of learners.According to the experimental conclusions,this study believes that in order to improve the application effect of teaching micro-video,it is not necessary to excessively pursue the teacher’s presentation in the video when making micro-video.The application effect of micro-video can be improved by the occurrence of key characters,from the influence of learners.Factor perspective analysis of different forms of micro video learning.Due to the limitations of the research conditions,this study failed to ask authoritative teachers to evaluate the works and failed to use the advanced equipment such as eye tracker to measure the students’ concentration.This requires in-depth research in future practice.