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Micro-lesson Design Strategies for Teaching Based on Meaningful Learning Theory

Author(s)

Gaoliang Tan

Affiliation(s)

Lingnan Normal University, Zhanjiang, Guangdong, China

Abstract

As a vital instructional resource, micro-lessons significantly support classroom teaching, and their rational design serves as a core determinant of overall teaching quality. Based on the essential elements and cognitive assimilation modes of meaningful learning theory, this study fully incorporates students’ cognitive laws and the disciplinary characteristics of learning content. It proposes a four-dimensional design strategy featuring systematic content analysis, logical script design, hierarchical learning task presentation, and practical material selection. With appropriate technical tools, this strategy facilitates the development of high-quality micro-lessons and effectively guarantees students’ learning outcomes during micro-lesson viewing.

Keywords

Meaningful Learning Theory; Micro-Lesson; Instructional Design Strategies; Advance Organizer

References

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