Research On The Design Of Micro-lecture For Supporting Fragmented Learning

With increasing development of internet technology and upgrading of Mobile terminal, fragmentation learning has become a part of people's life. The phubbers, who are waiting for bus or subway in line, are easily seen at the stations. By using the trivial time, they get vast of information through the mobile terminal. In recent years, our country pay more and more attention to the secondary vocational education, and enterprises or companies hire more and more inter-disciplinary talents. In the whole environment with the prevalence of micro-lectures all over the world, the teachers in secondary vocational schools face many actual problems: how to fully utilize the modern techniques, how to change the traditional education model, how to innovate in the class revolution, how to inject new blood to traditional course, how to offer distinct teaching methods, how to obtain good teaching results, how to supply comprehensive and high-quality talents for the country.Through the author's investigation, the researches and exploration that applies micro-lecture into teaching practice is increasing in recent years, but there are few attempt to incorporate micro-lectures in course of secondary vocational schools. This study took the course ?Application of multimedia technology? as an example, and analyzed questions in current class teaching. These questions include that students have few interests in the class, the class time is short, teacher's energy is limited, and the trivial time after class is not well used and so on. Through deep face to face conversation with teachers, this study took investigation about the barrier and request in current teaching, and took an effective internet questionnaire in a 27-student class. The collected data was scientifically analyzed, which concluded that it was meaningful and necessary to support the development of micro-lecture study.Based on the investigation, the author proposed the design principle of micro-lecture study and summarized the design process. Also, according to the features of the course ?Application of multimedia technology?, the course was divided into two parts: basic fundamental ?Go into multimedia? and practical manipulative skills ?The skills to use background eraser?. The author took these parts as example for micro-lecture course design, and then applied the product in the practical teaching, which provided references and evidence for development of fragmentation learning in secondary vocational schools in future.