Research On The Design Of Teaching Strategies For Middle School Chemistry Micro-courses

Micro-lesson is an online instructional video for the purpose of explaining a certain knowledge point,using short and slick online videos as its main for m,and supporting multiple learning methods(such as fragmented learning,mob ile learning,mixed learning,and flipping learning).It has emerged from the ba ckground of the rapid development of new technologies and new media and th e eager demand of users for multiple learning methods.This article starts with the essence of micro lessons and defines them as "classes." Compared with tr aditional classrooms,micro-curriculum has the characteristics of short time,fine content,visualization,and contextualization.It supports mixed learning,mobile learning,and fragmented learning,and can satisfy learners' learning at any ti me,anywhere,and on demand.demand.At present,the study of micro-curricul um is gradually changing from the information technology level to the instructi onal design based on instructional theory.Teaching strategies are the key to tea ching design,and they are the key to the effect of micro-class teaching.They are also the focus of current research.This paper adopts literature research methods and case analysis methods b ased on constructivist learning theory,cognitive load theory,micro-learning theo ry,mastery learning theory,and multimodal teaching theory,from the classificat ion of macro teaching strategies and the teaching of micro-micro classes.Two aspects of the characteristics of the design of the structure of teaching strategie s for micro-class teaching,in addition,for each strategy and put forward specif ic and practical micro-strategy,and the structure of the micro-teaching teaching strategies proposed in this paper as the analytical framework,analysis of high school chemistry micro-teaching cases The teaching strategies adopted in this paper are compared with the strategies proposed in this paper to verify the eff ectiveness of the proposed strategy.The research content of this article mainly includes the research status and problems of micro-teaching and teaching strategies;the concept,theoretical ba sis,characteristics,types of micro-teaching and the difference from traditional c lassroom;the concept,characteristics and classification of teaching strategies;th e design of micro-teaching strategies Basis,ideas and ideas;composition of teaching strategies for micro-courses;teaching strategies adopted in chemistry micr o-courses for middle schools.The conclusion of this study is that the teaching strategies of micro-curric ulum include teaching organization strategy,teaching delivery strategy and teach ing aid strategy.Among them,the teaching organization strategy considers how the content of micro lessons should be organized and arranged,including the strategy of teaching content selection and the arrangement of teaching content.It is mainly designed according to the learners' attention characteristics;the tea ching delivery strategy considers how to put teaching content into consideration.Effective delivery to learners,including presentation strategies and statement st rategies,aims to reduce the learner's cognitive load and thus effectively learn;teaching aid strategies refer to strategies that assist the teaching of micro video,including learning support.Strategies and practice feedback strategies are main ly designed from the two aspects of learning tasks and exercises.Through the analysis of outstanding micro-class cases,we can see that the length of microcourses is basically controlled within 5-10 minutes,and basically all adopt the teaching structure of teaching introduction-subject content development-summary.Storytelling,case teaching,and problem-based teaching are the commonly use d methods of organizing micro-courses.Most of the micro-classes will enhance the effectiveness of teaching through animated demonstrations,use background music to promote the expression of teaching emotions,narrow the distance fr om students through the creation of virtual dialogue space and the teaching of common emotions,and provide learning goals as a guide for independent learn ing.Consolidate and give timely feedback through micro exercises.