The Research Of Collaborative Problem-solving Learning (CPSL) Supported By Micro-Lesson—Process Support And Activity Design

The impact of education and teaching, which is caused by the learning of assigned technology is comprehensive, not only directly influences the education form and education concept on the macro, but also causes the mode changing between teaching and learning on the micro, however, the research seems have no unified results, comparing the experiment research domestic and overseas which is to tackle the influence of information technology, that is to say, technology is not the perfect solution to this problem, what we need is the specific strategy, which can guide the technology to the right way for supporting the educational reform.Problem-solving, capacity of collaboration and communication is becoming the core ability of learner in the 21st century, receiving more and more attention among primary and secondary schools, the key to cultivate capacity is let them realize the importance of problem-solving process and collaborative skills. As the finite learning time in class and teaching mode simplification, learner cannot effectively gain the information he want; Micro-Lesson, the product of digital learning era, relies on it multiple-media and fragmentization to better promote the learning interest and information understanding, recently, the majority existent Micro-Lesson designs are still focus on knowledge acquirement, rather than directly aim to classify different teaching situations to supply more suitable application models.My research is to analyze the application situation of collaborative problem-solving study and Micro-Lesson, which is based on a great deal of related literature and research, using the element and feature of Micro-Lesson to support the Collaborative Problem-solving Learning (CPSL) model; proceeding geography collaborative problem-solving study design on the basic of this model, this design can not only provide learning resource, but also can guide learner to form the collaborative skills in the learning context. On the one hand, getting through the questionnaire, interview, discourse analyze method to evaluate the application effects of the Micro-Lesson support on Collaborative Problem-solving Learning (CPSL), on the other hand, verifying the feasibility of this model using multi-dimension analysis on activity process. The result shows that Collaborative Problem-solving Learning (CPSL) supported by Micro-Lesson has it feasibility in the basic education, bringing positive impact on promoting the group collaborative skills, and effectively promoting learning motivation among the low period students, then influence their degree of participatio, From the establishment of learning model to case design, then to specific applicant practice, this research concluded the mode on how to combine Micro-Lesson with specific teaching activity, aiming to help teachers more efficiently to organize problem-solving activities, to promote the ability on how to handle the collaborative skills and general process on problem-solving, ultimately to promote the effectiveness of learning.