| In the 21st century, the rhythm of people’s life is more accelerated with the content and quantity of the message unusually enriching, but limited time for recipients has given birth to "microblogging", "micro channel", "micro film ",etc. Those makes people also enter the "micro era". Meanwhile, learning task of senior high school being very heavy, micro lecture emerges as the more efficient learn utilizing fragment time. In recent years, from scratch to the present, the type, quantity, content, discipline and so on of micro lecture have been greatly improved and enriched. Under this situation, our school also set up our own micro lesson resources team and network platform. Because it is in the initial stage of exploration, so these problems are needed to be concerned and solved, which include that how to realize more scientific and standard micro lecture resources, and how to design micro lecture and furtherly explore and research the development method and utilization way. How much the student’s understands the micro lecture, whether students are willing to take advantage of micro teaching resources to learn, for the construction of micro lesson resources platform, what kinds of expectations and suggestions they have.This study is mainly oriented by questionnaire survey, combination with semi-structured interviews, literature review and other research methods. Teachers and students as the research object. First of all, the study analysis the actuality and problems of micro lecture resources construction; secondly, research students’learning requirements and expectations for micro lecture, and then, analysis and summarizes the experience and lesson learned for the process of construction. The objective is to explore the suitable way for the effective development of micro lecture resources to build a more conducive to our school students learning resources platform.The main results of this study are as follows: The results of the teachers interviewed show that (1)although teachers in our senior high school understand somewhat of micro-lecture by introduction training in nearly two year s, and have a very high enthusiasm of micro lecture development with diversity ways. (2) Due to be not familiar with micro lecture development and need consume a lot number o f time on designing micro lecture development, majority teachers make less number of m icro lecture. (3) In the process of designing micro lecture, teachers think that they should analyze various characteristics of learner and design multiple teaching objectives. Teache rs focus on designing and developing to micro lecture for problems solving and question answering and explaining knowledge; meanwhile, they concern on the key elements of m icro lecture:micro courseware, micro practice, micro material and micro teaching plan. ( 4) When making micro lecture, most teachers choose the simple and easily operated reco rd screen software. Although the requirement of micro courseware is very comprehensive , micro material is the most important in each link of micro lecture designing and develop ment. (5) Due to limited recording equipment and complex composition of micro lecture, teachers are not to be satisfied with their own production. (6) Teachers also proposed ma ny viable suggestions for micro lecture resources construction, such as school leaderships ’support in infrastructure and relatively perfect micro lecture resources system built and participated by all school staff. By investigating on the use of students’online learning, st udents spend a lot of time for leisure and rarely use for network learning platform; althou gh students poorly understand on micro lecture, they very willing to participate in networ k learning platform and hope the school could set up comprehensive and relatively perfec t micro lecture resources, which is the driving force for us to design and develop micro le cture. |
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