A Study On The Teaching Practice Of Geography Differences In Senior High School Based On Micro - Course

The concept of differentiated teaching has found its way to education field, various approaches to which popped up accordingly. In recent years, MOOC (Massive Open Online Courses) in other countries triggered another round of teaching reform, and consequently the so-called micro-lesson. Micro-lesson is widely received due to its brevity and prominent topic, which has grown into an emerging teaching resource. But up till now, there is still no empirical study done to probe into its applications in subject teaching in high school, with the intention of promoting students’ differentiated growth.This article is aided by empirical approach, literature search, questionnaire survey and interview, aiming to study how to implement differentiated geography teaching in high school using micro-lesson, locate existing problems with the current differentiated geography teaching in high school and come up with some relevant counter-measures.This article is composed of five chapters. The first chapter is an introduction which covers study background, research significance, document research and states its research contents and study methods. The second chapter clarifies definitions of some key concepts, with whose theoretical basis provided. The third chapter introduces the necessity of basing differentiated geography teaching in high school on micro-lesson and its design outline. The fourth chapter illustrates practical operations for micro-lesson-based differentiated geography teaching in high school, confirms the effectiveness of this teaching approach via methods such as questionnaire and survey, interview and performance comparison, makes an analysis of the current problems and puts forward some solutions. The last chapter comes to a conclusion and mentions the drawbacks of this research.What’s new about this research lies in applying micro-lesson to differentiated geography teaching in high school, providing three teaching models for micro-lesson-based geography teaching, and also doing a research into their effectiveness.The major conclusion of the research is as follows:micro-lesson is applicable to differentiated geography teaching in high school; its specific applications include overturn teaching, differentiated class teaching and after class instruction and question-answering; the effects of micro-lesson-based differentiated teaching are self-evident, which include stimulating students learning passion, facilitating their grasp of knowledge, enhancing students’ study capacity and markedly improving their academic performance.The significance of this research lies in encouraging geography teachers to explore different approaches to differentiated teaching and actively search for new technologies or means applicable to differentiated teaching, further promoting research into differentiated teaching so as to make it more operational and routine, and providing references to differentiated teaching in other subjects.