Exploring The Practice Of High School Biology Micro-teaching

Rapid development of network technology constantly provides us with the new development space for the way people learn. More and more micro lessons come into the campus and classroom. Micro lessons are short videos which are recorded by using relevant software and useful for students to learn actively. The main content is about the knowledge of an important or difficult point or chapter system problems. They can learn conveniently at any time after class. It can be used repeatedly and shared by the teachers and students in different areas so that they can make progress together. The current research and application of micro lessons teaching in middle school have spread, but there is still a lack of high quality micro lessons of biology and complete set of resources.This paper mainly focuses on the study of high school biology micro lesson fabrication and usage of the preliminary exploration as well as practice experience, and investigates the application of them of high school teachers in several common high schools of three regions through the questionnaire. On the basis of cognitive load theory, audio-visual teaching theory,and from the micro lessons in high school biology teaching practice, I make series of micro lessons. Through the use of it in class, I summarized the features of micro lessons: integrity,interpretation, simplicity, applicability and cell integrity. It also covers the four steps of making micro lessons. I also show examples of the micro lessons used in the new teaching consultation and recitation to deal with the difficulties, brief summary and biological experiment. I have obtained some experience and understanding. In the form of a questionnaire survey of students,the effects of micro teaching were investigated and I got the feedback. The results show that the students are interested in using micro teaching, and that it improves the learning initiative. The students want the abstract of high school biology knowledge to be expressed through specificmicro lessons. My paper refers to the micro lessons questionnaire of the ministry of education class micro contest organizing committee. Several ordinary high school biology teachers mainly in Wuxi?Zibo and Qingdao as representatives have carried out the questionnaire survey. The results of the questionnaire show that the teachers' ability to make and use of micro lessons also is not very skilled. They lack relevant experience and theoretical guidance and hope to get the help of experts, peer, network, etc.Through preliminary study, it is found that the use of micro lessons in the classroom teaching is effective. It can stimulate the students' learning enthusiasm and improve the efficiency of learning. The use of micro lessons in the classroom teaching is helpful to the teacher leading role, and causes the students to learn more actively. When using micro lessons,Teachers shouldn't use them directly. Instead, they are supposed to pay attention to the deep processing of ready-made micro lesson, so that it is better for their teaching services. Teachers should not rigidly adhere to the traditional teaching model. According to the requirements of the new curriculum, the students should act as masters in class while the teachers as the leading roles.