【作者基本信息】 东北师范大学， 教育技术学， 2017， 博士
【Abstract】 With the development of teacher’s social function, quality requirements and occupational characteristics,teacher gradually becomes a specialized profession, and the Specialized features are growing.Teachers are the key to improve the quality of education, but also the key to the success or failure of education reform.Primary and secondary school teacher training supports lifelong learning,promotes the professional development of teachers, and constantly improves the level of the basic education in China.Compared to the traditional face-to-face training,and combined with the new media technology and network technology, the space and time of primary and secondary school teacher training is more open and free. On the one hand, it effectively promotes the development of teachers’ practical communities, on the other hand,effectively supports the creation, accumulation and sharing oflearning resources.However, along with the implementation of primary and secondary school teacher training,many problems become more prominent, then teacher training contents and methods need to change.Based on videomedia,micro-course is a series of micro teaching content with a certain independence and relevance which has miniature teaching goals, careful teaching design, video micro expression, and certain teaching activities. In order to promote micro-course advantages in teacher training, we need seriousdesign. Based on ARCS(A: Attention, R: Relevance, C: Confidence,S: Satisfaction) model, this study proposes a series of design strategies in the design of micro-course objectives, content and interaction from the perspective of stimulating and maintaining learning motivation, and develops a series of teacher training micro-coursescombined with the actual needs ofprimary and secondary school teachers. These design strategies has a positive effect on improving the learning outcome and promoting the transfer of learning, which can provide useful reference for the study of teacher training resource design.The research content is divided into seven chapters:The first chapter introduces the design background of teacher training micro-course, and set forth the goal,content and meaning of this study, as well as research methods and research framework.The second chapter in the research on present discussion section, on the one hand by examining the characteristics of teacher training and development at home and abroad, to explore the necessity and feasibility of developing teacher training micro-course in applications.On the other hand by studying relevant research status of the teacher training, to provide research foundation of teacher Training micro-course design.The third chapter, the study takes the high school information technology teachers as an example to investigate their learning needs. In the perspective of the ARCS model, this study conducts a survey of teachers’ needs from four dimensions: attention, relevance, confidence,satisfaction.The fourth and fifth chapter, strategies proposed micro-course objectives, content and interaction design.1. Micro-course objectives s objectives should be "clarity" and "relevance";2. Micro-course content should be appropriate and fun;3. "Human-computer interaction" and "human interaction" should be taken seriously. Because the lack of interaction between teachers and students, among studentst in the micro-course learning process,suggest using video barrage technologyfor interaction.The sixth chapter,based on design policy of micro-course, design and development of micro-course, study design scientific and rationality by teacher’ satisfaction of micro-coursedesign. Survey results show what the design Strategies of primary and secondary school teacher training micro-course under ARCS model can promote motivation.The seventh chapter,summary of this study:micro-courseprovides new resources for teacher’ learning, provides a new way for teacher training. ARCS model provides theoretical support for teacher training micro-course design.And we should adopt appropriate technical support micro-course interactive.Deficiencies of this study are the perspective of design and analysis, research eangeand experimental range need to be further expanded.Future researchwill further focus on applied research, promote social media interactive application, and pay more attention to applicationofmicro-course forteachers’ learning ability training.
【Key words】 Primary and Secondary School Teacher Training； Micro-course； ARCS Model； Video Barrage Technology；
- 【网络出版投稿人】 东北师范大学