The Application And Practice Of Micro Video In Biology Teaching In Senior High School

In the era of rapid development of information technology,it is the main point of the current educational research to promote the technological transformation of education,to change the traditional educational model,to create new educational methods,to attract students ’attention and to improve students’ interest.Micro-video teaching is the combination of network technology and traditional education,is a new type of teaching methods,and it will teaching content in the form of video presented in the classroom,more intuitive and concrete presentation of teaching content,so that students watch micro-video to master teaching Content,between teachers and students,students to work together to solve the problem of cooperation,so as to improve the teaching effect.Through the questionnaire survey,teachers and students as the research objects,the teacher questionnaire 40,the student questionnaire 500,investigate the teacher use the frequency of micro-video teaching,the problems encountered and the use of teaching links,as well as students’ attitude to use micro-video Teaching,etc;through the statistical analysis of the data,a comprehensive understanding of Guiyang a high school biology classroom teaching in the status of micro-video-assisted teaching.The survey results show that: teachers believe that micro-video teaching to improve the effectiveness of classroom teaching and student achievement has some help,but the use of frequency is not high,that the production of micro-video time and effort,cooperation between teachers to share micro-video material,improve the efficiency of synthetic micro-video production.Student survey results show that: 80% of students are interested in micro-video teaching,that micro-video-assisted teaching can improve learning efficiency,and students can interact with each other,I hope teachers in the teaching process to increase the frequency of the use of micro-video teaching.50% of students think that you can focus on learning interest,while students believe that micro-video learning can not only broaden their horizons,but also help to understand and deepen the knowledge.At the same time,through the selection of Guiyang one middle and one grade two parallel students as the object of study,the use of micro-video-assisted classroom teaching practice teaching practice,the experimental group using micro-video-assisted teaching,the control group to take the traditional teaching methods,In the middle of the teaching practice and the post-practice test scores as a comparison,through the independent sample test,the use of micro-video teaching on the teaching effect is significant differences were analyzed.The results showed that the scores of the test scores in the experimental group were 46.9,the average score of the students in the control group was 47.9,and the students’ test scores were not significant.The average score of the experimental group was 62.1 points,the average score of the students in the control group was 49.3 points,and the P value was less than 0.05.The results showed that the students’ test scores were significantly different from the control group.Visible,adhere to the use of micro-video-assisted classroom teaching to a certain extent,improve student achievement.The practice of using micro-video-assisted teaching in high school biology classroom teaching shows that micro-video teaching has no obvious effect on students ’ performance in the short term,but it can improve the students’ academic achievement in the long term,and the micro-video teaching method can improve the teaching effect.Classroom atmosphere,to improve students’ interest in learning,to promote the interaction between teachers and students,students,students learn to enhance self-awareness,broaden the horizons of students.