| The rapid development of modern information technology has made a tremendous change on the study, work and life of people. A new type of information learning resources named Micro-lecture,which is terse, compressed and powerful. Micro-lecture takes videos as the main carrier and has been booming in practically in the education field. With the advantages of strong pertinence and the facilitation for fragmentation of learning, micro-lecture will infuse new blood into traditional education and it will effectively improve the learner ’ s interest for its multiplex sensory stimulation.Simultaneously, the construction and architecture of digital learning resources will promote the communication and development of subject knowledge, and it will also accelerate regional optimization and balance development of education resources.This research, based on front-line teaching experience, can be adopted to solve problems by using the micro-lecture in teaching.The problems which may occur under the large-size class teaching environment mainly includes the difficulty for understanding the physics concept and principles, the restriction for developing students ’ exploring thinking for the weakening of physics experiment teaching function, and the deficiency of resources for students ’ personal learning according to the constructivism learning theory.This research studies from the concept of micro-lecture, the designing, producing, and teaching application of micro-lecture.Combined with constructivism learning theory and multimedialearning cognitive theory, some typical micro-lectures have been designed and produced. After that, they were put into teaching practice in order to explore the principles with notes for making micro-lectures. Teaching effectiveness has been analyzed and some teaching suggestions were summarized and shared.First of all, the research results related to micro-lecture both in China and abroad were studied after consulting extensive relevant documentation. Then the paper clearly defines what micro-lecture is,and states the theoretical basis for designing and producing micro-lecture systematically.Next, literature study and the case method are widely used to refine and to analyze domestic micro-lecture resources. Combined with the subject features of physics in junior high school and cognition characteristics of junior students, some micro-lectures,which are closed to the knowledge points of mechanics in junior physics, are designed and produced, After putting them into teaching practice, three basic procedures and some notes for designing and producing a micro-lecture are concluded, the basic procedures are “Topic Selection”, “designing” and “producing”.And the five principles can be named“student-centered principle”,“content interesting principle”,“Thinking inspiring principle”,“circumstances authenticity principle” and“ multiplex sensory stimulation principle”, which can provide some reference for further micro-lecture designing and producing.Then, micro-lecture has been introduced into class to help the students to learn the two courses of “Elastic Force”, “Newton’sFirst Law”. Supported by the analysis of planned teaching activities in class, the observation on learning, the feedback from students, it can be clearly to conclude the advantages of micro-lecture as follow:making the class more efficient, promoting the development of teachers and inspiring students’ learning interest. Besides, the advantages and disadvantages have been analyzed by comparing the two cases related to micro-lecture teaching, and four proposals about how to improve micro-lecture teaching have been provided in the paper.Finally, the last part of this paper summarized the conclusions of micro-lecture teaching, it also points out the limitation of this research and the subsequent direction for further research. |
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