Research For Design And Development Of Regional Micro-lesson Training

Teachers’ professional competence directly influences the teaching quality and effects. However, because of the time, place and a lot of other factors, school-based training has been unable to meet the requirement of promoting the professional development of teachers. The network-based training has become the main approach to improving teachers’ teaching and research abilities and also has become a vital part of teachers’ work. Due to its characteristics of spatial and temporal separation, network-based training is unique openness and flexibility, which enables it to meet teachers’ demands of participating in professional skills and emotional communication anytime and anywhere, thus becomes the main way to promote the professional development of teachers. However, there are still some problems, such as the less participants overemphasizing form rather than content, etc. Exploring the exchanges and practice of network training platform through micro lesson resources can take advantage of the host’s leading and organizing role to solve problems existing in network-based training.This thesis focuses on “Design and Development of Regional Micro-lesson Training Community”. Based on analyzing and looking for domestic and international network research platform and pertinent literatures, the paper discusses the demands of carrying out training activities through regional training platform, and further designs the functional modules of the training community and relationships among activities within the workshop to realize micro-lesson training communityThis thesis consists of five parts:(1) Introduction. This chapter covers the micro-less, network-based training, the background of teacher workshops and its effect on teachers’ professional development. In addition, this chapter explains the origin, content, meaning, methods and ideas of this study.(2) Survey. This chapter defines related concepts in this study. Meanwhile, it conducts comparative research by analyzing domestic and international training platform and functional modules in literatures.(3) The theoretical foundation and development model of regional micro-lesson training community. This chapter mainly describes the theoretical basis of this study: including reflective teaching theory, adult education theory and community of practice theory, etc. Waterfall model which is frequently used in software development is adopted. Also, each stage has been elaborated in this chapter.(4) The design of regional micro-lesson training community. This chapter mainly determines the function modules of the regional micro-lesson training community, including resource modules, training activities, training results, workshops and personal space. What’s more, each module’s sub-modules, properties and training activities supported are explained. The training community is finally finished.(5) The realization of the regional micro-lesson training community. This chapter describes that the regional micro-lesson training community experienced two rounds of design and development. After the first round of design and development, it is evaluated by the project team, while some revisions are put forwarded. In the second round, according to the revision suggestions, the community’s functions, color schemes and layouts are re-adjusted. The regional micro-lesson training community is realized eventually.(6) Summary and Outlook. This chapter summarizes the results of this training and the prospects for future research.