Action Research Of Micro Video In Senior Two Biological Experiment Teaching

With the coming of ipformation age, profound changes havetaken place in all aspects of human life, and the爱『adit目onaS teachingmodel has beers changed. Along with flie通过vancemerit ofeducatioai mformation, micro video, because of its convenience，efficiency, and autonomy, has been peraetrated into aSII aspects ofteaching and has become the thrust of teaching reform. Aprofound curriculum reform is taking place In preserat educatSosifield. ExperimenfaS teachlrag is an important part of biologyteaching. However, after reading relevant Biterature, the authorfinds that there are a lot of difficulties in experlmerataS teaching indifferent schools of different regions. In the丨aboraltory，theer arenot enough experimental instruments and medicine, and teachers5experimental methods could not meet the reqyiremerst of teaching.Ail of the above are caused by insufficient funds or attention。TheBiology CurricuSum Standard, carried?yt by the EdycationalDepartment，in2CI019points out that teachers，domSnant posifiort andstudents’ major roSe should be embodied.For a Sorig time, there aresome prominent corstradietSora ira the process of biologyteaching eBoth teachers and students prefer to explain experimentson blackboard,because of the pressure of college entrance on blackboard,because of the pressure of college entranceexamination, which makes students overly depend on teachers andtextbooks, and they lose the habit of, thinking and the desire toexplore, furthermore, students’ability of autonomous learningcould not be cultivated. The author take a Senior High School as anexample, trying to explore the teaching model of micro vide andsolve the existing problems.The author chose an ordinary senior high school where eachclass is equipped with whiteboard and every two students shareone tablet, and the school has many high quality multi-mediafacilities. In this school, teachers are used to applying learning planto have classes and they are just at the early age of applyingmicro-video.The author applied micro video teaching method inSenior Two Students’ biological experiment classes by doing threerounds of experiments and analyzing Student questionnaire. Theauthor put forward effective micro video teaching mode in SeniorTwo Students’ biology experimental classes.In this paper, the experimental classes and that in comparativeclasses for different teaching practice, through the analysis of twoclasses grades have significant differences, shows that the effectof micro video teaching is obvious; Summarizes the problems thatshould pay attention to in the process of the micro video recording;Put forward the teaching mode of micro video in Senior TwoStudents’ biology experimental classes, namely RAE mode:1.Record micro video teaching resources, preparing materialsdesigning plans→recording experiments→recording micro video.2. Display micro video and explain relevant contents in class: (1)Autonomous learning before having class.Reading text books and watching micro video→doing exercisesand making a summary→putting forward questions.(2)Internalization of knowledge in class.Answering students’ questions and explaining experiments→supervising students’ practice→displaying students achievementand communication with each other→expanding students’ idea andrealizing the construction of knowledge and experiment.3. Evaluating learning effect by doing exercises.Applying paper test and experiment test...