Application Of Micro Lesson In High School Biology Teaching

Modern educational technologies and resources update gradually, especially micro-lesson deeply affects the teaching of high school biology. The new high school biology courses require the students to be a highly qualified talent that can consistent with the overall development of the time. Micro lesson as new educational resources can meet the new high school biology curriculum standard. Micro class breaks the limit of time and space in teaching, and the students can learn anytime and anywhere. Micro class can make the abstract, concrete, static, dynamic, macro and micro’s life process teaching simple. Micro lesson in high school biology teaching applications have become an important research field in today’s basic education.The paper consists of seven parts. The first part is an introduction, presented to the research background, issues, purpose, significance and research methods. The second part is a research summary, it describes the research status both at home and abroad and the innovation of this study. The third part is related concepts definition and theoretical basis; it elaborated micro lesson, micro courses, the concept definition of high school biology curriculum standards and theoretical basis of cognitive theory and constructivist theory. The fourth part is teaching model of the micro-lesson in teaching high school biology. It describes the five teaching modes: telling mode, experimental mode, explore mode, practice mode and story mode; and talks about the design of teaching mode, design process, design management and recording micro-lesson links. The fifth part is measured before the experiment and experiment preparation, it describes the basic situation questionnaires and interviews between teachers and students and analyzed it; and illustrate the preparatory work: experimental time selected, experimental subjects selected, teaching content analysis and experimental variable control. The sixth part is application of the micro-lesson practice about preparation before class, after-school review and teaching practice research. It discusses the implementation of practical research, SPSS19.0 detection analysis was carried out on the experimental results and survey was analyzed questionnaire. The seventh part is conclusion. It is concluded that the conclusion of this study, illustrates the shortcomings and future research directions of this experiment.The study draws the following conclusions: when micro lesson applied to preview link, it can divided into three categories(basic class, increase class and upgrade class) the latter applied to micro prep class is effective. The micro-lesson applies to the review is benefit to secondary students, but the others students get little benefits; and pointed out that when it applied to review link, it should be systematic, so that overcome fragmentation caused by knowledge messy of micro-lesson. According to different types of students, micro-lesson in the classroom should take different modes: top students use explore and story type, secondary students use explore and exercises type, students with learning difficulties suitably telling, experimental and story type. The study also analyzes the results of students willing to accept the type of micro-lesson, and pointed out students who can accept the screen and sound in the form of micro-lesson: excellent and secondary students is appropriate simple picture, slight contrast, concise and accurate sound’s micro Lesson; gorgeous screen, a strong contrast and vivid sound is appropriate to students with learning difficulties. After micro lesson applied in the high school biology teaching, to a certain extent, improved students sleep, enrich the teaching methods, reduce the difficulty of the high school biology knowledge learning, improve the students’ willingness to expand the biological knowledge after class, and it helpful for students to master the high school biology knowledge. Micro class is applied to the high school biology teaching is effective and superior to traditional teaching. Students generally accepted teaching micro lesson.