Action Research Of Micro-lecture Design Based On Learning Task Group ——Taking The Example Of Compiling Chinese Compulsory Textbook In Senior High School

With the rise of MOOC and flipped classes and the promotion of micro-lecture competitions at various levels,“micro-lecture”has gradually entered the field of vision of teachers.It breaks the space and time limit of traditional teaching,and can also support a variety of learning methods,its emergence and development is the “Booster”of curriculum reform.However,most of the existing research on micro-lecture is carried out at the level of educational technology,and there are few systematic researches on microlecture from the level of curriculum and teaching.At present,the urgent problem to be solved in the research of micro-lecture is what problems can be solved in the teaching of specific subjects,and how to design micro-lectures which is really helpful to teaching?This research carries on the thorough action research in the daily teaching to microlecture,in order to explore: In the Chinese language teaching the micro-lecture may be what ? How should teachers design micro-lectures? How to judge the design of microlectures is helpful to students ?In accordance with the changes of Chinese curriculum standards and textbooks in senior high schools,this study selected some students of grade one and grade three of three senior high schools in City K as subjects,and carried out three rounds of action research lasting 24 months.This paper attempts to explore the content analysis framework of high school Chinese micro-lecture design based on the learning task group,using quantitative and qualitative research methods,on the basis of the case of microlecture design in teaching practice.This paper sorts out and analyzes the key events and key information in micro-lecture design,and makes theoretical and practical research on the design of Chinese micro-lecture in senior high school.In the first round of action research,a content analysis framework of micro-lecture design based on learning task group was constructed,in which a preliminary attempt was made to design micro-lecture with the learning task group of “Language accumulation,carding and exploration”as an example.The second-round action research focuses on the adjustment of the content analysis framework of the micro-lecture design based on the learning task group.combining the “Analysis of learning task group”,“Analysis of learning needs”and “Unit analysis of teaching materials”as the component elements of the “Analysis stage”of micro-lecture design,“Micro-video”and “Learning task list”as the core of the micro-lecture system to design.Under this framework,taking the microlecture design of learning task groups such as “Literature reading and writing”“Contemporary Cultural Participation” “Critical reading and expression”as an example,the author tries to design micro-lectures from “Knowledge points and problems in teaching”in order to meet the needs of daily teaching.The third round of Action Research is the promotion and application phase of “l Chinese micro-lecture design based on learning task group”,this paper makes a systematic analysis of the relationship between “The types of micro-lecture application”,“Students' micro-lecture learning results”and “The design and improvement of micro-lecture”.Taking the learning task group of “Whole book reading and discussion”“Cross-media reading and Communication”“Practical reading and Communication”as an example,this paper attempts to design micro-lectures from the perspective of “Problems in teaching”,the design of problem situation,Task Analysis and combination of knowledge modules in micro-lecture design are discussed.Finally,the meaningful and valuable information in the action research is systematized and summarized,and the perceptual knowledge of the design of Chinese micro-lecture is raised to the rational knowledge,to form a framework for analyzing the content of micro-lecture design based on learning task groups from the perspective of system theory,so as to reveal the relationship and function of the elements of microlecture design.At the same time,the regular design principles and design strategies of micro-lecture are refined and summarized.This research holds that in the design principle of Chinese micro-lecture in Senior High School,the teaching goal of micro-lecture should be hierarchical,suitable and basic,and the teaching content should be focused,sequential.The teaching methods of microlecture should be effective and diversified and the teaching evaluation of micro-lecture should be timely and guided.In the aspect of high school Chinese micro-lecture design strategy based on learning Task Group,this Research discusses the application strategy of different types of knowledge map in micro-lecture design,the acquisition,analysis and processing strategy of micro-lecture teaching content.This paper analyzes on the design strategy of the learning task and the teaching activity mode of the micro-lecture,analyzes on the organization,processing and presenting strategy of the multimedia information of the micro-lecture,and probes into the design strategy of the learning task list of the micro-lecture.Based on the experience of micro-lecture design in the course of action research,this study focuses on the following aspects of research conclusions:1.The essence of micro-lecture is “ a micro lesson ”,which is an organic combination of teaching process and resources designed for a certain knowledge point or teaching problem with video as the main carrier.2.Micro-lecture design is a category of instructional design.To achieve the teaching objectives,the design of micro-lecture should follow the theoretical basis of instructional design in terms of the time and space combinatorics of the various elements of microlecture.3.The content analysis framework of Chinese micro-lecture design in senior high school based on learning task group can improve the effectiveness of micro-lecture design by considering the interaction of design elements and links in a systematic way.4.Based on the learning task group of High School Chinese micro-lecture design principle is the principle of teacher design requirements,to enhance the effectiveness of design for the purpose.5.The rationality of the design of micro-lecture teaching content is directly related to the effect of students' learning.Teachers should pay attention to the ways of multimedia information presentation so as not to increase learners' cognitive burden.6.The teaching process of micro-lecture is different from that of traditional classroom.The design of teaching method needs to take into account the special attributes of micro-lecture.7.Micro-lecture design should pay attention to the support of micro-video to students to complete the learning task list,and pay attention to the rationality and hierarchy of learning task design in micro-lecture learning task list.