The Development And Practice Of Micro-lesson In High School Biology

The rapid development of the Internet and electronic information technology as well as the popularization of mobile devices had a deep effect on education.Micro-lesson with micro video as the main carrier came into being under such an environment.Micro-lesson has several characteristics such as being short,strong pertinence,using conveniently,unlimited time and place,taking the student as the center,and so on,which quickly caught the attention of educational researchers.This paper attempts to develop a series of micro-lesson and applies it to teaching practice.The main research content of this study includes the following three parts:First of all,on the basis of studying the relevant literature,this study combed domestic and foreign research status of micro-lesson.Although the micro-lesson rise in foreign countries,but there are several high school began to apply micro-lesson to teaching practice in the domestic at present. As auxiliary teaching resource,if micro-lesson could be widespread in a proper manner for biological disciplines,which couldn’t only help the student to previewand review effectively in discrete time, but also could improve the learning interests and learning efficiency of students.The second,on the basis of studying the micro-lesson case,combined with the author’s own experience in development of micro-lesson,this study proposed the development and application process of new knowledge micro-lesson and exercise micro-lesson.And this study developed a series of micro-lesson based on the fourth Chapter and the fifth chapter of< molecules and cells >in high school biology. Before applied micro-lesson to high school biology teaching,the author used questionnaire to survey the experimental class which using micro-lesson.The survey found that most of the students like biology and it is easily accepted by students that using micro-lesson to rich teaching resources in the biological disciplines.Furthermore,students need micro-lesson to improve the preview effects or help them to review, leak fill a vacancy.After the implementation of micro-lesson,the author understood the students’ and teachers’ evaluation through the questionnaire and interviews.According to the survey,during the process of implementation,micro-lesson had been accepted and loved by the majority of students.And micro class did have a good effect in assisting teaching.Finally,by comparing the experimental class and the another class which using the traditional mode teaching,this study summarized the problems when micro-lesson is applied to the high school biology teaching:(1)teachers lack the energy and ability of making micro-lesson;(2)the implementation of the micro-lesson is limited by network and mobile devices;(3)students lack self-control;(4)students have little time to watch the micro-lesson.To solve these problems,combining with the actual situation of high school in China,the author put forward the following suggestions:(1)teachers within the discipline group take turns to make micro-lesson for resource sharing;(2)teachers provide mobile devices and open network in a fixed time and place everyday;(3)The number of micro-lesson should be appropriate.