An Analysis Of The Application Of Micro-Class In History

Since the 21 st century,with the deepening of the third scientific and technological revolution,the rapid development of information technology and network technology,the global spread of mobile Internet,the continuous upgrade of smartphones and laptops,has brought tremendous changes to the study and work of humankind.Weibo,WeChat,Taobao,Jingdong and other platforms make people feel the convenience of the network.As people's dependence on the network increases,learning through mobile terminals has become the general trend,and education needs to be in line with the times,so education has gradually moved to information.The development of education has undergone tremendous changes.The state vigorously advocates the combination of the Internet and education,breaks the traditional education model,and promotes the integration of education and teaching and information technology.In order to meet the needs of the development of the times,micro-learning is used as a new teaching mode in the teaching field.The micro-lecture is a video recording of small teaching activities where teachers explain difficult and difficult knowledge points.However,the micro-lecture cannot be simply considered as a simple small video.It also contains micro-teaching plans,micro-exercise and other related supporting resources.Video is a core part of micro-lessons.Micro-learning also has the characteristics of clear themes,intensive content,small time,network sharing,flexibility and convenience.It is applied to teaching and breaks through the constraints of traditional classrooms,helping to improve students' autonomous learning ability and improving The professionalism of teachers and the expansion of teachers' comprehensive abilities help to change the traditional teaching mode and optimize the classroom teaching structure.This article takes micro-learning as the theme.According to the actual situation of teaching,the conditions for students to study micro-lecture after school are not matureenough.Therefore,I pay more attention to the application of micro-lectures in the classroom.In order to further study its feasibility,I will take a specific lesson as an example for teaching design,and study the application of micro-lectures in high school history classrooms through personal teaching practice.This article takes the lesson of the People's Edition compulsory three "Enlightenment under Autocracy" as an example.It designs and applies micro-lectures to teaching practice.Based on the actual teaching results,it summarizes and reflects the application of microlectures in the classroom.This article is divided into three parts.The first part: An overview of micro-lectures,including the three concepts of microlearning concepts,features,and design principles.The first part briefly outlines the definition of micro-lecture and flipped classroom,and the relationship between microlecture and flipped classroom.The second part elaborates the characteristics of microlectures: time is short,short and succinct,content is micro,refined,rich in film and television as a carrier,flexible sharing,fragments connected in series,convenient and efficient.The third part starts with five aspects: selected content,clear intention,strong interest,students as the main body,and emphasis on expansion.The second part: An example of the application of micro-learning in history teaching in senior high schools-Taking the compulsory three "Enlightenment under Autocracy" as an example.Including course-related analysis,micro-class design-related analysis,microclass use effect feedback three aspects.The third part: A summary of the teaching practice of micro-class in history teaching in high school.Starting from the three subjects:students,teachers,and teaching models,the advantages of micro-learning in the classroom are analyzed.Based on the reflection on the application of micro-classes in the classroom,the application strategies of microclasses in the classroom are proposed.