Research On The Design,development And Application Of Micro-class Of The Course "Electrical Technology Fundamentals And Skills" In Secondary Vocational Schools

Over the past decade or so,the state has continued to accelerate and promote the construction of information technology and the management system of our secondary vocational education,bringing new opportunities and chances to our secondary vocational education work.More and more teachers in secondary schools are recognizing the advantages of information-based teaching and learning and are experimenting with it.How to give full play to the advantages of contemporary emerging information technology and micro-learning resources,such as micro-class,to optimize the teaching process of secondary professional courses,improve their teaching effects and realize the in-depth integration of information technology and secondary professional courses has become an important issue in the current reform of secondary curriculum and teaching.In view of the current situation that the teaching content of "Electrical Technology Fundamentals and Skills",a basic secondary vocational course,is relatively abstract,difficult for students to understand and boring,and traditional indoctrination teaching is not accepted by most students,this study adopts new teaching media such as micro-class,learning task sheets and other supporting teaching methods and means to enhance students’ interest in learning and improve the teaching effect of the course,and through the design,development and The study also proposes a feasible and referenceable principle,method,process and strategy for micro-class design and production through design,development and application practice.Firstly,the literature is combed to understand the current state of research on micro-class teaching design at home and abroad,the current state of the curriculum of "Fundamentals and Skills of Electrical Technology",to ask questions and to finalise a complete research idea.Secondly,the concepts underlying this study are defined,and on what theoretical basis,based on a quasi-experimental research method,the study is conducted.Next,the nature,objectives,positioning,module content and teaching suggestions of the course being taught are sorted out by studying the course standards of "Fundamentals and Skills of Electrical Technology",followed by an in-depth investigation into the current state of teaching practice in the course of "Fundamentals and Skills of Electrical Technology",and by analysing the survey data,the problems that exist in the course are identified and their causes are analysed.Afterwards,the principles,elements and structure of the teaching design of the micro-class "Fundamentals and Skills of Electrical Technology" are sorted out.Then,with the general principle of "learner-centred" and the basic principles of granularity,small steps,visualization and fun,two important knowledge and skills points,namely "Identification of Resistors" and "Use of Multimeter",were selected as the topics for the micro-class,and the micro-class were designed according to the curriculum standards,teaching materials and learning conditions.The micro-class were designed according to the curriculum standards,teaching materials and learning conditions.Finally,student questionnaires are designed to investigate the effectiveness of teaching implementation.The effectiveness of micro-class teaching in this course is derived by analysing the survey data and checking the quality of students’ work,and comparing it with the control group classes to conclude that micro-class teaching can effectively improve learning outcomes.The design,production and application of micro-class should be differentiated between the pre-lesson,in-class and post-lesson stages,i.e.pre-lesson micro-lessons generally correspond to teaching content for lower-order objectives such as literacy and comprehension,in-class micro-class generally correspond to teaching content for higher-order objectives such as analysis,application and evaluation,and post-lesson micro-class generally correspond to teaching content for higher-order objectives such as extension and creativity.However,the design,development and application of secondary school micro-class,especially those for secondary school professional courses(including professional foundation courses),have special characteristics due to the different characteristics of secondary school students,professional categories and specific courses,and are worthy of in-depth and detailed research guided by TAPCK theory.It is expected that this paper will throw light on the subject and provide case references for subsequent in-depth discussions.