| The rapid development of the information age has changed people's lifestyles and ways of learning.The micro-lecture based on micro-video has become one of the most popular learning methods because it meets the advanced educational concept and meets the needs of the times.The "Ordinary High School Biology Curriculum Standards(2017 Edition)" advocates the active development and utilization of information technology curriculum resources,and encourages teachers to develop multimedia course resources such as micro-lectures.However,how to develop and apply micro-lectures has become a major problem faced by the majority of front-line teachers.Through researching literature and books,this study sorts out the origin of micro-lectures,research progress at home and abroad,related concepts and related theories,and views some of the micro-courses in Khan Academy,TED-Ed and Cnweike,and analyzes its basic composition,course scripting,picture processing and instructional design,etc.On this basis,select some of the knowledge points of the "Molecular and Cell" module of the high school biology,and summarize the design principles,production methods and production process of the high school biology micro-lectures.Three cases of knowledge-teaching micro-lectures and three kinds of exercises-discussing micro-lectures were developed.The three modes of pre-course tutoring,in-class tutoring and after-school tutoring were applied to the biology teaching of the experimental class.After the experiment,some bio-group teachers and some experimental class students were interviewed to understand the teachers' and students' views on the micro-courses,their feelings and suggestions,and finally,compare and analyze the students' performances in the experimental class and the control class,and The resultsare explained and explained.The study found:(1)The design of high school biology micro-lectures should follow the principles of timely,appropriate,and moderate,select teaching content and material principles,and motivate users to learn the principle of interest.According to the actual situation,choose the appropriate method from the production methods such as video tool shooting,screen recording and hybrid.The development and application of high school biology micro-lectures are carried out according to the preliminary analysis(analysis of teaching content and analysis of student situation),design micro-lectures(design lesson plans,self-study lists,production courseware,and development scripts),make micro-lectures and apply micro-lectures.(2)Teachers and students have different views on micro-lectures.Most of the teachers interviewed believe that micro-lectures are a new type of curriculum resources that can be developed,but they are difficult to design and produce.Most of the students surveyed said that they prefer micro-lectures assisted teaching compared with conventional biology teaching.In general,the interviewed students and students generally recognized the high school biology micro-lectures.(3)After the experiment,the average score of the experimental group in group A was 16.65 points,which was 0.75 points higher than the average score of the group A.The average score of the experimental group in group B was 17.88 points,and the average score in the group B was 17.04 points.The difference between the two groups was 0.84 points.Overall,the average student in the experimental class was slightly higher than the average in the control class.It can be seen that in the process of high school biology teaching,the use of micro-lecture assisted teaching is effective.It can not only enrich the resources of teaching and learning,but also optimize the learning style,improve the learning efficiency of students and the quality of teaching.This study can further enrich the content of the micro-lecture material library,provide reference for the design and production of high school biology micro-lectures,and provide communication materials for thedevelopment and practice of micro-classes in other disciplines. |
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