The Teaching Design of Microeconomics Based on Fragmented Learning

DOI

10.2991/assehr.k.201128.106How to use a DOI?

Keywords

fragmented learning, Microeconomics, teaching design

Abstract

Along with the increasing improvement of the technical support of fragmented learning and the gradual enrichment, fragmented learning is widely accepted by college students. At the same time, fragmentation learning conflicts with the systematicness of theoretical knowledge because of its fragmentation in learning time, learning content and learning mode. This contradiction is particularly serious in Microeconomics teaching, which pays attention to logic, systematicness and thinking training. Therefore, this paper focuses on the fragmentation teaching design of Microeconomics from the aspects of enriching fragmented learning resources, formulating scientific fragmentation teaching design and constructing a reasonable fragmented learning evaluation system, so as to realize the organic integration of fragmented learning and the logical thinking system of economics.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Xiuhui Jiang
PY  - 2020
DA  - 2020/11/29
TI  - The Teaching Design of Microeconomics Based on Fragmented Learning
BT  - Proceedings of the International Conference on Education Studies: Experience and Innovation (ICESEI 2020)
PB  - Atlantis Press
SP  - 571
EP  - 576
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.201128.106
DO  - 10.2991/assehr.k.201128.106
ID  - Jiang2020
ER  -