By referring to three micro-learning teaching contents concerning concept of limit as research samples, this study applies History and Pedagogy of Mathematics to analyze teaching strategy. All affecting factors are derived through induction and analysis of instructional contents and combinations of learning type. Next, the hierarchical analysis mathematical model of the Interpretive Structural Model is implemented to re-organize the affecting factors extracted from instructional strategy for hierarchical analysis. By adopting instructional strategy in combination with three micro-learning samples; this study extracts common affecting factors shared by three instructional methods. The identified common affecting factors are presented to eight professional teachers of Jiangsu Vocational Institute of Architectural Technology for systematic evaluation and analysis. On the basis of their teaching expertise, the affecting factors are given pairwise relational values for developing a matrix of interpretive structural model. Finally, based on the constructed evaluation matrix, the hierarchical relationship between the common affecting factors can be derived through mathematical analysis and computings.