2. Research on the prospect of microcourse resource development and utilization in secondary school history classroom teaching
3. Research on how to develop (design and produce) microcourse resources in secondary school history subject;
4. Research on the strategy of applying microcourse resources in secondary school history classroom teaching;
5. Research on the integration of the development and utilization of microcourse resources with secondary school history classroom teaching.
As a new type of teaching resources, microteaching has an extremely important role in history teaching. At present, the relevant theoretical construction of microcourse research is being improved and enriched, and the construction of microcourse resources is in the initial stage. Exploring the development and application of microcourse technology in the teaching of secondary school history in the new curriculum has important research value and great practical significance:
(1) From the theoretical aspect, introducing microcourse into the discipline of secondary school history is conducive to the popularization of the concept of microcourse in the teaching of secondary school history and to the implementation of the new curriculum in accordance with the laws of the learning psychology and the implementation of the new curriculum. The law of learning psychology, the implementation of the new curriculum concept.
(2) It is suitable for secondary school students' self-learning because the video is short, which is conducive to students' maintaining a high level of attention and thoroughly understanding the teaching content in the video. Microteaching is in line with the law of human attention, especially suitable for students to learn on their own without the supervision of teachers.
(3) The research on this topic can lead to the improvement of the educational technology ability of front-line teachers, especially the ability to use screen recording software and video processing software. The development and application of resources of microteaching technology in the teaching of secondary school history in the new curriculum can lead to the appropriate use of microteaching by most teachers in their teaching work, and a group of outstanding teachers mastering the design and production of microteaching.
(4) As the concept of microcourse is not greedy for more and more, it only requires that a certain micro-knowledge content can be reasonably presented. Through the study of resource development and application of microteaching technology in the teaching of secondary school history in the new curriculum, teachers can be prompted to concentrate on the microteaching content condensed and refined to optimize the quality of resources.
(5) In the course of the research, not only do we use other brother schools to do a good job or more mature micro-teaching, but we also expect our teachers to "add bricks and mortar" for the development of micro-teaching technology, and to promote the participation of teachers in the subject of the research school's high-quality micro-teaching resources radiated to the other brother schools, so as to achieve the resources **** to enjoy.
(6) In the era of big data, micro-teaching is refined to the knowledge points and a specific teaching link, which can be easily indexed in the resource base, and at the same time, micro-teaching as a "standard part" of the knowledge system can be applied to a variety of versions of the textbook, unlike in the past, the textbook is changed, the supporting teaching CD-ROM immediately invalidated. Unlike in the past, when the textbook was changed, the accompanying CD-ROM was immediately invalidated, and in the past, teaching resources were kidnapped by the textbook version. The micro-teaching will change the concept of resource library construction.
The specific contents are as follows:
(a) It is to study the application materials and scope of micro-teaching in secondary school history, focus on the design of micro-teaching disciplinary knowledge system, and explore the application of micro-teaching in secondary school history in the scope of the teaching materials and the guidance of the learning method, and the application of micro-teaching in the type of micro-teaching and the requirements and other aspects.
(ii) is to study the specific application strategies of microteaching in secondary school history. Microteaching applied to students' independent learning, collaborative learning, research learning strategy research, can be from the subject task decomposition and division of labor, microteaching production and use, microteaching sharing and exchange of specific practices.
(C) is the study of the role of microclasses in the teaching of secondary school history subjects. It analyzes and researches the teaching method, learning method, teaching level and quality, and students' ability, and promotes the application of microcourses in the school-based training and management strategy of the history discipline as well as promotes the role of microcourse resources in the professional growth of history teachers.
Introducing microcourses into the secondary school history subject is conducive to reforming the traditional teaching and learning methods, improving the quality of teaching and enhancing students' abilities. At the same time, the formation of lively cases, vivid experience and systematic school-based micro-teaching materials in micro-teaching, the realization of micro-teaching practice in the network to share and exchange, and promote peers to deepen the understanding of micro-teaching and promote the application of micro-teaching.