Research On The Design And Applicationg Of Interactive Micro-Lesson In Junior High School Information Technology

With the advancement of education and teaching reform,the design and development of high-quality digital education resources has become an important task in the development process of China’s educational informatization.As a kind of curriculum resource and learning support platform,interactive micro-lessons are an effective response to the experiential learning of junior secondary IT courses by adding interactive components such as carrying instant quizzes and feedback evaluation on the basis of achieving human-computer interaction.At present,conventional unicast micro-lessons have been introduced into junior high school IT classrooms along with two-line teaching,but for a number of reasons their application has not been as effective as expected.How to make the interactive micro-lesson design avoid the shortcomings of conventional micro-lessons and give full play to its teaching support role has become the focus of the study.The study therefore introduces the ARCS-V model of motivation proposed and optimised by American psychologist John.M.Keller,which takes into account students’ needs for interaction with operations,information and concepts to create high-quality independent learning resources for them.Meanwhile,it provides a reference model for the design and application of interactive micro-lessons in junior high school IT from both theoretical and practical perspectives.Based on the current research status of interactive micro-lessons and ARCS-V motivation models,the feasibility and necessity of using interactive micro-courses for information technology teaching in junior high schools were analyzed through teacher interviews and student questionnaires.Combined with constructivist learning theory,learning motivation theory and teaching interaction level tower theory,this paper discussed the design ideas and design principles of junior high school information technology interactive micro-course based on ARCS-V motivation model,and constructed a design model covering three parts: pre-analysis,subject design,and evaluation feedback,especially in the main body design part,it proposesd specific interaction strategies under each dimension of ARCS-V motivation model,and run them through the whole process of teaching objectives,teaching links,and teaching content design.The interactive micro-lessons of junior high school information technology designed by the institute has the dual functions of enhancing motivation and optimizing experience,and effectively improved the learning effect of students.Combined with the content characteristics of junior high school information technology courses,two interactive micro-lesson design cases were selected for presentation.The study results shows that the application of the ARCS-V motivation model-based interactive micro-lessons in junior high school IT could significantly improve students’ motivation levels,and students in the experimental group had a better micro-lesson learning experience than those in the control group.In terms of learning outcomes,the interactive micro-lesson effectively facilitates students’ knowledge and practice tasks in basic knowledge teaching,while in practical content teaching,the interactive micro-lesson is mainly used to assist students in completing the corresponding practice tasks.The design and application of the interactive micro-lessons are suggested to be improved by combining teaching practice,data analysis and teacher interviews.In addition,it is pointed out that IT teachers can use appropriate software to divide the production work and jointly build a school-based resource library of interactive micro-lessons.