An Empirical Study Of The Effect Of Micro-course Teaching On The Academic Achievement Of Tibetan Students Who Get Education In Inland High School

Micro-course is getting more and more attention and application because of its production flexibility,easy use and high efficiency with modem information technology applying in the primary and secondary schools.Specifically,the research on promoting special student groups' academic achievement through micro-course teaching has been a hot topic.This study focused on studying the effect of micro-course teaching on the mathematics academic achievement of Tibetan students who got education in inland high school by combination with the author's teaching practice,basing on the existing micro-course concept definition,classification and theory perspective of the previous literatures,and aiming at the research gap.The research question was broken down into two sub-problems:1)what effect was the math academic achievement when micro-course was applied on the Tibetan students who got education in inland high school.2)what are the feasible and targeted micro-course design and teaching strategies?In this study,the methods of literature research and empirical research were adopted,and the designed experiments were done for data collection,and results analysis.The research findings are as the follows.1)cognitive remedial micro-courses can help teachers to connect the knowledge of junior and senior high school students well,enhance the confidence of Tibetan students in learning senior high school mathematics,significantly improve the performance of Tibetan students and strengthen the learning effect of Tibetan students.2)the use of the new lecture-type micro-courses in the Tibetan students group has no obvious effect on the improvement of test scores,but it has guiding significance for the Tibetan students to class preparing independently,contributes to the Tibetan students' interactive participation in the classroom,improves the efficiency of lectures,and increases the interest of Tibetan students in learning mathematics to some extent.3)from the effect of adopting micro-courses,the teaching effect of new lecture-type micro-courses depends on the teaching design,which has nothing to do with whether to use the teaching form of micro lessons,while the teaching effect of cognitive remedial micro-courses is obviously better than that of classroom teaching.4)micro-coursed inteaching ideas and strategies are proposed in view of strahe inland Tibetan students' mathematics academic achievement promotion which include attaching great importance to the primary and high cohesion,respecting Tibetan students'cognitive characteristics,paying attention to the teaching design,focusing on applicability of each type of micro-course teaching,moderating the use of micro-course teaching,constructing the micro-course interactive platform,and attaching great importance to the micro-course resource acquisition and development.