近年来，互动式微课作为一种教学手段和学习资源在各国发展迅猛。微课虽发展

In recent years, interactive micro-lectures have developed rapidly in various countries as a teaching method and learning resource. Although micro-lectures are developing rapidly, there has always been the problem of "practice first, theory lags behind". The design of interactive micro-lectures requires scientific theoretical support, and the omni-perspective learning theory organically integrates multi-angle theoretical research on learning into the same theoretical system. It has great research value on the design of interactive micro-lectures. Under the guidance of the comprehensive perspective learning theory, this study will refer to the "two processes" and "three dimensions" of its learning, and propose four strategies for interactive micro-lecture design, in order to help improve students' interest in micro-lecture learning and maintain students' interest in micro-lectures. Focus on micro-lectures, improve the current problems and deficiencies in micro-lecture design, provide reference and reference for interactive micro-lecture design, improve the quality of micro-lecture design, and form an interactive micro-lecture that students love.

In recent years, as a teaching method and learning resource, interactive micro course has developed rapidly in various countries. Although the micro class has developed rapidly, there has always been the problem of "practice first and theory lagging behind". The interactive micro class design needs scientific theoretical support, and the full perspective learning theory organically integrates the multi angle theoretical research on learning in the same theoretical system, which is of great research value to the interactive micro class design. Under the guidance of the whole perspective learning theory and referring to the "two processes" and "three dimensions" of its learning, this study will put forward four strategies of interactive micro class design, in order to help improve students' interest in micro class learning, maintain students' attention to micro class, improve the current problems and deficiencies of micro class design, and provide reference and reference for interactive micro class design, Improve the quality of micro class design and form an interactive micro class loved by students.

In recent years, interactive micro-courses, as a teaching means and learning resources, have developed rapidly in various countries. Although micro-courses are developing rapidly, there has always been the problem of "practice first, theory lagging behind". Interactive micro-course design needs scientific theoretical support, while all-angle learning theory organically integrates multi-angle theoretical research on learning into the same theoretical system, which has great research value for interactive micro-course design. This study will put forward four strategies of interactive micro-course design under the guidance of the theory of full-angle learning, with reference to the "two processes" and "three dimensions" of its learning, in order to help improve students' interest in learning micro-courses, keep students' attention on micro-courses, improve the problems and shortcomings of micro-course design at present, provide reference for interactive micro-course design, improve the quality of micro-course design and form interactive micro-courses that students like.