Using Micro-lectures To Optimize The Teaching Research Of Middle School Geography Unit

The new round of education curriculum reform in China actively advocates "developing students’ core literacy",and the transformation of knowledge cultivation to literacy cultivation needs to be realized through the geography unit teaching with knowledge structure,method path and literacy externalization,so the guarantee of unit teaching effect is especially important.According to the survey,front-line teachers often encounter the problems of insufficient class time,spatial teaching,and neglect of personalization in geography unit teaching,which prompt teachers to think about how to use class time efficiently and do a good job of teaching bridging.Micro-learning can become a bridge between unit lessons.Students can learn and acquire basic knowledge online before class,enjoy micro-learning offline to enter the unit context,and make micro videos offline to realize personalized expression of learning outcomes.The introduction of micro-lessons is also conducive to promoting education modernization reform and improving teaching efficiency and quality.This paper combines secondary school geography unit teaching with microlessons to develop a secondary school geography unit teaching model based on micro-lessons in order to improve the problems of unit teaching practice,enhance students’ understanding of the broad concepts of the subject,and realize the fundamental task of teachers to implement the cultivation of students’ regional cognition,geographic practical power,integrated thinking and human-territorial coordination view in the classroom,and then realize the fundamental task of establishing moral education.The specific content contains the following parts.First,the introduction and the current situation of research.This paper uses the literature research method to sort out the research contents of unit teaching and micro-learning at home and abroad in the past ten years,and establishes out the research theme of this paper and the framework of ideas for the construction of unit teaching mode in secondary school geography.Second,theoretical foundation and current status investigation.On the basis of establishing the core concepts of this paper,the guiding significance of the brain science theory of Wargief and Nedel and others,David Cooper’s circle of experience theory,cognitive load theory and deep learning theory on the construction of the teaching model of this paper is analyzed.At the same time,five secondary school unit teaching cases are analyzed,and a questionnaire survey is conducted with the front-line teachers of some key secondary schools and general secondary schools in Tianjin to analyze the effects and problems of the current implementation of secondary school geography unit teaching and to provide a realistic basis for the subsequent model construction.Thirdly,the construction of a secondary school geography unit teaching model based on micro-lessons.This teaching model is flexible,including four parts: planning-preparation-implementation-follow-up,which ensures the continuity of teaching in time and allows teachers to choose any part as the beginning according to the classroom situation,and facilitates teachers to monitor and adjust classroom teaching at any time;relying on Internet technology and micro-lessons,the main part of the classroom is divided into online and offline parts,which ensures the continuity of teaching activities in space,makes efficient use of students’ learning time,and promotes students’ active development of core literacy.With the Internet technology and microlessons,the main part of the classroom is divided into online and offline parts,which ensures the continuity of teaching activities in space,makes efficient use of students’ learning time,and promotes students’ active development of core literacy.Fourth,the design of a micro-lesson based secondary school geography unit teaching case.In this paper,a six-lesson unit teaching model based on microlessons is applied,and the basic question of "why there is advanced life on Earth" is used as the unit of the Earth in the universe and Earth movement.Fifth,conclusion and outlook.To summarize the basic ideas of this paper,although the findings and data are as objective and comprehensive as possible,it is slightly regrettable that the data analysis of applying the lesson examples to actual classrooms is lacking.The direction of future research is to gradually improve the teaching model and put it into classroom practice,dynamically update the teaching model,effectively solve the problems teachers have in teaching geography units,and improve the quality of teaching.