Research On The Application Of The Combination Of PBL Model And Micro Lesson In High School History Teaching

Since the implementation of the new curriculum reform,although the concept of independent,cooperative and inquiry learning has gradually gained popular support,and a series of attempts to reform the learning mode have also been carried out in history class,however,affected by the "inertial thinking" of classroom teaching and the mechanical understanding of the "baton" function of the college entrance examination,Many schools still have not overcome the disadvantages brought by the original teaching model in classroom teaching,resulting in the new curriculum reform idea can not be fully implemented,not only makes the basic requirements of curriculum standards fall short,but also makes students’ enthusiasm to learn history further decline.Therefore,how to explore a new model suitable for students’ learning under the new situation and promote the deep integration of problem orientation and information technology has become an important subject for history educators to explore.PBL mode is a kind of "problem-oriented" teaching mode,which takes "problem" as the basic orientation and plays an important role in solving students’ doubts in the learning process and improving their learning efficiency from meeting students’ actual learning needs.Micro class is a "mini" course resource with video as the carrier,which usually lasts5-10 minutes.It integrates the main knowledge and basic points of a class into it,so as to grasp the central content of the whole class,which is conducive to students’ independent learning.The combination of the two forms a new teaching method,which is not only the supplement and development of traditional course resources,but also can promote students to clarify the key content of a lesson in question guidance and knowledge sorting,so as to meet their basic learning needs and achieve the preset learning goals.Through the investigation and research on the combination of PBL mode and micro-lesson,it is found that the main problem is the lack of pertinence in question setting,and teachers have obvious deviations in their understanding of this mode in both theory and practice.The reasons behind it are not only teachers’ lack of professional knowledge and understanding of new technology,but also the objective factors such as tight class hours and deep-rooted traditional classroom teaching evaluation mode.In the face of these problems,it is necessary to formulate a practical and effective design process,and the teaching case is shown to prove it.The micro lesson is led by questions,the micro lesson is loaded with questions,and the video is connected by questions in the micro lesson.The combination of PBL mode and micro class is helpful to teachers’ teaching design and classroom teaching implementation,and promote students’ efficient learning and all-round development.