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【Abstract】Microlectures record the teacher in the teaching process around certain knowledge or the teaching steps and to carry out the whole process of teaching and learning activities. The popularity of the microlectures has attracted the attention of educators. The interest surrounding the use of microlectures has continued to grow. Additionally， the primary and secondary teachers at schools support the importance of an innovative teaching-learning approach for learners.
【Key words】Microlectures； primary and secondary school teaching
1、Introduction
Microlectures refer to actual instructional content that is formatted for online and mobile learning using a constructivist approach. Microlectures are a simple multimedia presentation that can be from 1 to 3 minutes long and combined with the following assignments and discussions to engage learners.
The three main factors of microlectures rapidly popular are： fragments of the era of mobile intelligent learning trend， the national education informatization policy to promote， online education companies compete to purchase. The microlectures can give the learners a brief overview of the content with key concepts， demonstrate a single problem solving procedure or give a step-by-step instruction， make attractive introduction of a learning topic and its objectives with personal touch and thus raise awareness and curiosity of the learners.
2、The main benefits of Microlectures
Microlectures have many advantages： content generally involves only a knowledge point， learning does not need to take long time， also won't bring learning intensity of pressure. Students can use mobile phones or computers， use of fragmented time watching， learning become ubiquitous. And Microlectures have the same benefits as a short video， which is a proven method of fostering deeper cognitive processing. The main benefits of microlectures are：
With core-focused short lectures learners can control their learning. They can choose which lesson to watch and move through them at their own pace. They can return to microlectures any number of times to ensure the understanding.
Microlectures are great supporter of flipped classroom， saving classroom time for activities that are more focused.
Recording microlectures is certainly quicker and easier than one hour lecture.
Reusability of microlectures over time and in different modules results in time spared for creating new engaging contents. Although some microlectures will need refreshing， it is certainly easier updating a 3 minute lecture than a 30 minute one. For teachers， microlectures has changed the traditional knowledge of present model， which can change students' learning styles and microlectures can relief the teacher from repeated work.
3、Microlectures in primary and secondary schools
In recent years， some domestic micro teaching primary and secondary school teachers are beginning to try. All kinds of primary and secondary school microlectures competition proceed in the summer. According to the survey， the vast majority of primary and secondary school teachers knew microlectures and they participated in the training courses， more and more primary and secondary school teachers will be use microlectures as a new way of teaching. But the lesson is for a specific target groups，. Microlectures was applied to the conventional teaching of teachers are very few， very little used in the regular classroom， only when necessary （including experimental lesson /public class， flipped classroom experiment class/public courses， according to the practical teaching contents need）.
Most of the primary and secondary school teachers think that most students like microlectures， also they think students’ classroom attention more concentrated at the same time， and improve the students' interest in learning and self-study ability. Because the teacher use microlectures only in the public class or occasionally use microlectures experiment on class， so the lesson for student representative is a fresh， new way of learning resources or learning.
At last， the most difficult of the primary and secondary school teachers use microlectures as the conventional teaching are technology， time and cost. Microlectures recording technology does not belong to the category of teachers' professional knowledge and skills， for the majority of teachers will be the teacher's biggest difficulties. And the design of classroom teaching is another problem， some teacher even think using microlectures in the regular classroom lesson lack of necessity.
Reference ：
Shieh，David.（2009）.These lectures are gone in 60 seconds.Chronicle of Higher Education， 55（26）， A1，A13.
王竹立.微课与翻转课堂：让调查数据说话. http：//www.zhongjiaomedia.com/z/4489.html.
【Key words】Microlectures； primary and secondary school teaching
1、Introduction
Microlectures refer to actual instructional content that is formatted for online and mobile learning using a constructivist approach. Microlectures are a simple multimedia presentation that can be from 1 to 3 minutes long and combined with the following assignments and discussions to engage learners.
The three main factors of microlectures rapidly popular are： fragments of the era of mobile intelligent learning trend， the national education informatization policy to promote， online education companies compete to purchase. The microlectures can give the learners a brief overview of the content with key concepts， demonstrate a single problem solving procedure or give a step-by-step instruction， make attractive introduction of a learning topic and its objectives with personal touch and thus raise awareness and curiosity of the learners.
2、The main benefits of Microlectures
Microlectures have many advantages： content generally involves only a knowledge point， learning does not need to take long time， also won't bring learning intensity of pressure. Students can use mobile phones or computers， use of fragmented time watching， learning become ubiquitous. And Microlectures have the same benefits as a short video， which is a proven method of fostering deeper cognitive processing. The main benefits of microlectures are：
With core-focused short lectures learners can control their learning. They can choose which lesson to watch and move through them at their own pace. They can return to microlectures any number of times to ensure the understanding.
Microlectures are great supporter of flipped classroom， saving classroom time for activities that are more focused.
Recording microlectures is certainly quicker and easier than one hour lecture.
Reusability of microlectures over time and in different modules results in time spared for creating new engaging contents. Although some microlectures will need refreshing， it is certainly easier updating a 3 minute lecture than a 30 minute one. For teachers， microlectures has changed the traditional knowledge of present model， which can change students' learning styles and microlectures can relief the teacher from repeated work.
3、Microlectures in primary and secondary schools
In recent years， some domestic micro teaching primary and secondary school teachers are beginning to try. All kinds of primary and secondary school microlectures competition proceed in the summer. According to the survey， the vast majority of primary and secondary school teachers knew microlectures and they participated in the training courses， more and more primary and secondary school teachers will be use microlectures as a new way of teaching. But the lesson is for a specific target groups，. Microlectures was applied to the conventional teaching of teachers are very few， very little used in the regular classroom， only when necessary （including experimental lesson /public class， flipped classroom experiment class/public courses， according to the practical teaching contents need）.
Most of the primary and secondary school teachers think that most students like microlectures， also they think students’ classroom attention more concentrated at the same time， and improve the students' interest in learning and self-study ability. Because the teacher use microlectures only in the public class or occasionally use microlectures experiment on class， so the lesson for student representative is a fresh， new way of learning resources or learning.
At last， the most difficult of the primary and secondary school teachers use microlectures as the conventional teaching are technology， time and cost. Microlectures recording technology does not belong to the category of teachers' professional knowledge and skills， for the majority of teachers will be the teacher's biggest difficulties. And the design of classroom teaching is another problem， some teacher even think using microlectures in the regular classroom lesson lack of necessity.
Reference ：
Shieh，David.（2009）.These lectures are gone in 60 seconds.Chronicle of Higher Education， 55（26）， A1，A13.
王竹立.微课与翻转课堂：让调查数据说话. http：//www.zhongjiaomedia.com/z/4489.html.