The Application Research Of Micro-video In Task-driving Teaching

A lot of practice has proved that the effect of task-driving teaching in information technology classroom is good. Currently, there is such a situation that a teacher need to take more than one class, and that one class content need speaking many times in information technology classroom. How to reduce the burden of the teachers to improve the effect of learners’ learning needs solving. With the emergence of MOOC and the flipped classroom, researchers start putting teaching video as the research focus. The issues that researchers and education practitioners focus on are the learning effect of teaching video and the mechanism of influencing learning. Teaching video is the video that explains around a knowledge and is within 20 minutes, called micro-video. In information technology classroom in high school, the application of micro-video to the task-driving teaching is a new attempt.This study combs task-driving teaching and the application of micro-video in teaching through the literature research, and then through quasi-experimental study method and questionnaire survey, explores weather micro-video can promote the effect of task-driving teaching and the role of micro-video in difference phases of task-driving teaching in the actual classroom. The paper is divided into the following five parts. The first part is the introduction, mainly elaborating problems’ birth, research purpose, research methods and research status at home and abroad. The second part is the task-driving teaching design based on micro-video, elaborating the up-front analysis, task design, task-driving teaching process and the design and fabrication of micro-video. The third part is the application research of micro-video in task-driving teaching, exploring weather micro-video can promote the effect of task-driving teaching. The fourth part is the application research of micro-video in difference phases of task-driving teaching, exploring the role of micro-video in difference phase of task-driving teaching. The fifth part is the research summary and outlook.Making the lotus pond moonlight tabloids for a task, through the SPSS software to analyze the related data, this study find that micro-video is not significant in the learners’ learning motivation, and find that micro-video is not significant in the learners’ task-clearing degree, and find that micro-video is significant in the learners’learning effect. That is to say, micro-video doesn’t have much impact on learners in the establishment situation phase and clear task phase of task-driving teaching, and micro-video’ effect is good in the the autonomous learning phase. The teaching contents in the autonomous learning phase are most of practical knowledge, so micro-video should be applied in the "autonomous learning" phase to improve learners’ learning effect, the teaching contents being suitable for task-driving teaching.