Research On Design And Teaching Application Of Micro-class In Junior Art Classroom

Micro-class as a new model of information education has attracted wide attention.This paper analyzes the application of micro-class in the art class of junior high school,designs and improves micro-class teaching and applies it to the art class of junior high school,thus effectively stimulating students’ interest in learning fine arts,enabling art teachers to better improve teaching details and improve the efficiency of art class demonstration teaching.Therefore,It is feasible to design systematic micro-class teaching and apply it in middle school art class.This paper mainly uses literature review,investigation,experimental research and other research methods.Specifically,the research is based on the analysis of the characteristics of micro-class and junior middle school art class,and the investigation results of relevant status quo.After finding that teachers do not master micro-class technology,they have much teaching knowledge but few class hours and do not often use micro-class videos in class,and students have low interest in art class,the existing problems are thought out.The classification and corresponding strategies of micro-lesson design are summarized,such as the lack of teachers’ ability to make relevant micro-lessons,the incomplete structure of micro-lesson teaching links,the imperfect teaching resources and system,and the influence of hardware and platform facilities.Then,the paper takes the lesson "Comic with Humor and Wisdom" as an example,selects the demonstration micro-lesson in the field of "modeling and performance" for research,and designs the micro-lesson "interesting comic".The micro-lesson design process is described in detail from the aspects of topic selection,media design,script design,recording and editing,which means to provide reference cases for teachers.At the same time,in order to improve the accuracy of practical research,this paper also selects two classes of seventh grade in a middle school to practice this course,using micro-lesson teaching and traditional teaching respectively.Micro-lesson teaching divides the whole micro-lesson into five micro-lessons,each micro-lesson time is controlled within about one minute,teachers can flexibly choose the required micro-lessons according to the actual situation of the class and the needs of students,optimize the junior high school art teaching and enrich the teaching resources of micro-art lessons.Through a comparative analysis of the differences in students’ activities and homework,the study found that the class in which teachers flexibly chose to apply small and micro lessons had higher students’ learning interest,efficiency and homework quality than the class in which traditional lessons were taught.It can be seen that micro lessons are a teaching method worth promoting.Finally,the paper concludes that it is necessary to improve teachers’ design ability of digital teaching display,utilize the characteristics and advantages of micro-class to complete class design,enrich micro-class teaching resources and establish micro-class system,and gradually improve hardware and platform facilities.To sum up,this is not only a test of the existing theoretical achievements,but also a further deepening and enrichment of micro-lesson theory.It is also conducive to deepening the reform and improvement of art teaching,enriching the resources of art teaching,and providing theoretical basis for the promotion of micro-lesson video teaching.