The Application Of Micro-courses In The Teaching Of Biological Science History In Junior High School

Bioscience history contains abandant processes that scientific concepts were established.It also embodies the knowledge,ideas and research methods of life science.At present,in Chinese junior middle school,bioscience history teaching encountered numerous problems.For instance,the teaching method was single,the selection of contents were inaccurate and incomprehensive,the connotation was incomplete,and schools were lack of multimedia and laboratory conditions.In the tendency of educational information,microcurriculum shows a strong vitality in concept and experiment teaching.Microcurriculum can play the advantages of gathering parts into a whole,it is also free flexible,and provide a convenient and open digital resources for bioscience history education.In order to improve the current problems in teaching biological science history,the study took biology textbook published by people’s education press of the seventh edition as an example,and took biology teachers and seventh Grade studens in Guangming New District High School in Shenzhen City as the research object,carried out the study on the application of micro-lesson in the teaching of bioscience history in junior middle school.First of all,in this study,four biology teachers and 304 first-year students in Guangming New District High school were investigated by interviews and questionnaires,understood the practice of bioscience history teaching and the attitude of teachers and students to bioscience teaching in junior middle school.Secondly,this paper studied biology textbooks of the second semester in grade seven published by People’s Education Press and biology curriculum standards in compulsory education and selected the bioscience history contents fitting for micro-teaching,and divided them into "histories for fun","histories for an example","histories for a proof’,"histories for a mirror" four categories.Then,this paper used the case study method to summarize the methods of bioscience history microcurriculum’s production,design and evaluation for different categories,developed four types of micro-courses,and carried out practical research in biology teaching.Finally,this paper improved and completed biology history micro-teaching practice by action research method,summed up the application model:"Mining historical data"-"Developing micro-class"-"Instructional design "-"Teaching practice"-"Evaluating effects",the resource library was also established.The findings and results of this study showed:excellent bioscience history microcurriculum could effective enrichment of biological science history teaching method,contents and connotation,did help to stimulate students’ interest in learning,expanded the knowledge of students’ vision,enhanced students’ knowledge understanding ability,promoted students’ scientific inquiry ability,and facilitated students to understand the nature of science,improved the current problems in teaching biological science history effectively.Consequently,bioscience history microcurriculum teaching in junior school was a worthwhile attempt.It was not only conducive to the improvement of students’ knowledge and ability,but also conducive to the improvement of teachers’ teaching theory and skills.The establishment of microcurriculum resource database could provide a reference to the teaching and learning resources for the majority of teachers and students.In the next study,the author will improve the history of biology science microcurriculum database,expand the application scope of the history of biology science microcurriculum,enhance the teaching application effect,continue to study the practice of microcurriculum in the teaching of biology history,and summarize more experience and methods for the first-line junior biology teachers.