Applying Micro lecture Technology in the Laboratory Course “Jewelry Processing and Production”

Abstract

Against the backdrop of the deepening national strategy for digital education, enhancing the teaching effectiveness of practical experimental courses in application-oriented undergraduate programs has become a pressing issue. Taking the course "Jewelry Processing and Production" as an example, the high demands for skill training and the limited resources for teacher guidance create a core tension in the teaching process. Specifically, excessive pressure on instructors and prolonged waiting times for student operations constrain the overall improvement of teaching quality. To address this structural contradiction, this study introduces micro-lectures as a core vehicle, systematically constructing and implementing a digitally assisted model aimed at optimizing the teaching process. Practice has shown that by embedding standardized, reusable micro-lecture resources proactively into various teaching stages, this model effectively alleviates the burden of repetitive demonstrations on teachers and significantly reduces student idle time in the classroom. Consequently, it creates the necessary conditions for personalized teacher guidance and refined student training. Post-reform, students' skill acquisition and project completion rates have substantially improved. This study confirms that digital resources, represented by micro-lectures, play a fundamental role in restructuring teaching processes and unleashing instructional effectiveness. The practical pathway of "problem diagnosis—resource intervention—process optimization—efficacy release" established herein provides a valuable preliminary paradigm for the digital reform of similar courses.