Study On The Design And Application Of Different Knowledge Types Of Preemptive Microlesson

At present,education informatization is booming.Under this background,micro-class as a digital learning resource has become an important tool for teachers 'teaching and students' learning.As a kind of micro-video,there are many ways to present micro-classes.The design and production of different micro-class presentation methods can often bring different learning effects and affect the students' level of preview.The ultimate goal of micro-classes is to impart knowledge.Different types of knowledge are suitable for different ways of micro-class presentation.Therefore,the design and production of micro-classes should be closely related to knowledge,and micro-classes should be designed and made according to the type of knowledge to improve the learning effect.After analyzing the existing research,this article finds that the current related research on micro-learning rarely involves the study of the presentation of micro-learning suitable for different types of knowledge.Therefore,this article takes the seventh grade junior high school information technology course as an example From the perspective of the type of knowledge,the design and application research of the presentation mode of the preview micro-learning of different types of knowledge is carried out.After consulting the literature and watching the micro-lecture videos on the existing website,through interviews with experienced teachers,the information technology course knowledge is divided into declarative knowledge and procedural knowledge,and the micro-learning presentation method is divided into traditional teaching,Teacher-student dialogue and question interaction type,designed and produced 18 micro-lessons for experimental research of the wheel set.The experiment consisted of two groups.Experiment 1 explored the effect of micro-lesson presentation on students 'declarative knowledge learning performance,learning satisfaction,and cognitive load.Experiment two explored the effect of micro-lesson presentation on students' procedural knowledge learning.The effect of learning satisfaction and cognitive load.Based on the analysis of the experimental results,this paper believes that declarative knowledge is more suitable for the presentation of teacher-student dialogue micro-lecture,and procedural knowledge is more suitable for the problem-interaction micro-lecture.