The Design And Development Of Three Kinds Of High School Biology Course

With the appearance of WeChat,micro film,micro teaching assistants and other new media come into the public view,which making people's reading,communication,work and learning into the era of micro.At the same time,along with the deepening reform of basic education education and the gradual popularization of Educational information,So the "Micro course" which can meet the needs of outside the classroom,online and offline,class and individual of learners has emerged as the times require.Micro course usually produced by various types of teaching software and in the form of animation or video presentation.Subject teachers are the main developer of information technology courses.There are 5 prominent features of the "Micro course":the "micro time","micro title","micro content","micro structure" and "micro capacity".The micro course's application of high school biology can not only simplify the teaching content,enrich the teaching resources,help learners form an autonomous learning mode,change the way of student's learning,but also reflects the teachers' technological pedagogical content knowledge,and the effectiveness and quality of micro course which can reflect the occupational level of high school biology teachers which in the network age.In this paper,I preliminary study on the micro course's design and development of high school biology.This paper is divided into five parts.The first part is the introduction,which introduces the background,train of thought of this paper.The second part is the literature review of the "micro course",By making literature analysis,data analysis and other methods lets me understand the current domestic and foreign's research about the design and development of the "micro course" in high school biology class.In addition,I also illustrate the micro course's historical evolution and concept definition and analyses the relationship between the blended learning,the flipped classroom and the Moocs.The third part mainly introduced the classification and production of micro course in high school biology,These three kinds of micro courses include The"demonstration micro class"which based on the experimental model,The " teaching micro class" which based on teaching the core concept,The "expand micro class" which based on the life science history.The three types of micro courses which analyzed respectively over the camera method,computer screen recording method and the software output method and refers to interpretation of related concepts and the production steps of the design and development.The fourth part is the case making and developmen which based on the above steps of the three types of high school biology curriculum.Through the analysis of production steps and elements of different types of micro course and according to the different design models and based on the PEP high school textbooks:compulsory one "the molecular and cell" module,compulsory two "the inheritance and variation" and compulsory three "the homeostasis and environment",which respectively selected "the protein's detection","making the DNA double helix structure",“Cellular carcinoma","genetic engineering","the establishment of cell theory " and "the concept and development of steady state" as cases respectively carried out design and summary.The fifth part is the summary and outlook of this study,summarizes the results of this study and the accumulated experience and deficiencies in the research process,finally putting forward some suggestions for further research.