Research On The Teaching Content And Methods Of Micro-courses In Colleges And Universities Oriented To The Classification Of Cognitive Targets

Micro lesson is an intuitive manifestation of online teaching.As an important component of enriching informative teaching resources,micro lesson has gradually become the focus of regional teaching competition.For this reason,many teachers pay too much attention to technology and ignore the core elements of instructional design in micro lesson,leading to the following common problems in it.First,there are too many irrelevant contents and the formalization phenomenon is prominent;secondly,teaching methods deviate from the actual level of the students and the content of the established teaching.Obviously,teachers should return to instructional design,focus on students' cognitive level,and consider methods and means starting from goals and content.Based on this,this study starts with the cognitive teaching objective,and tries to explore what is the main teaching content in the micro lesson in universities.What are the commonly used teaching methods and their characteristics?This research takes the winning works in the "2nd National Universities Micro-Teaching Competition" as a sample,adopts content analysis method,designs the content analysis category table,and carries on the coding analysis and the result presentation to the sample.Researchers found by reading the relevant literature,"objective-content-method" is the core link of instructional design.The teaching contents and methods can be used as the starting point of the teaching objectives,which can not only sum up the main teaching contents in college micro lesson,but also explore the teaching methods and characteristics commonly used in college micro lesson.Therefore,the author first designed the content analysis category table of the teaching objectives of micro lesson in colleges and universities by means of the classification table of cognitive domain teaching objectives proposed by Anderson et al.in the revised edition.Second,by reference to the commonly used teaching methods,and combining with the high-frequency teaching methods of journal,integrated design the content analysis category table of teaching methods of micro lesson,and to collect and analyze the data.Research indicates:(1)The main teaching content in college micro lesson is conceptual knowledge and procedural knowledge.In the former,there are many situational teaching methods in micro lesson,and the latter has more practice methods.Students learning outcomes are main presumed to be "understand","apply" and"analyze".(2)Commonly used teaching methods in universities are generally divided into three types,?The basic teaching methods are "Teaching Method","Presentation Method".?The teaching methods of high frequency include "Question and Answer Method","Situational Teaching Method","Case Teaching Method","Question Teaching Method" and "Practice Method".?The teaching methods of fringe include"Experimental Method","Discussion Method","Internship Method","Appreciate Teaching Method","Genre Teaching Method" "Learning-based Teaching Method".(3)Characteristics of teaching methods of micro lesson in universities are:?Compared with classroom teaching,the connotation of teaching methods in college micro lesson has gradually shifted to thinking-based interaction.?Judging from the types of teaching methods,the main subjects of the activities in college micro lessons are teachers,and the external forms are mainly "perceived appreciation".?Judging from the network relationship,the high-frequency teaching methods in micro lessons in universities are more relevant,and will affect the appearance rate of other teaching methods,and the relevance of the micro lesson of various knowledge dimensions and high-frequency teaching methods is stronger.Finally,based on the above results,this study proposes strategies and precautions for designing micro lesson in colleges and universities in order to provide reference and enlightenment for college teachers in designing micro-curriculum.