A Practical Study On Microlecture Design Based On Stop Motion Studio In Biology Teaching Of Senior High One

With the development of modern educational technology and the reform of biology teaching,Microlecture,a new type of educational resource,have been continuously developed in China's biology teaching.However,the problems encountered by teachers in the production of microlectures have hindered the application and practice of them.At the same time,students have put forward higher requirements for the presentation of microlectures in the process of learning biology.It is especially important to find a proper tool which can produce microlectures that meet the needs of teachers and studentsStop Motion Studio is a new type of microlecture production tool which can reduce the difficulty of getting started in microlecture design,an application that displays static images with dynamic effects.Combined with the characteristics of high school biology knowledge,using the Stop Motion Studio to create microlectures ccould explore the impact of the stop-motion-microlecture in the biology classIn this research,two classes in the first grade are randomly selected for testing,and it is determined that they are in parallel before the experiment.The students in the experimental class use the "stop-motion microlecture assisted teaching" method to teach when the students in the control class use traditional teaching methods to teach the same content.Using biological examinations of three stages and the "Student Participation Questionnaire designed by Professor Kong Qiping of East China Normal University as measurement tools,we can values the participation and achievement before and after practice,the rusults also combining the interviews notes with teachers and studentsThe results are as follows:The average score of the experimental class in the three dimensions of classroom participation is higher than that of the control class.Among them,there is a very significant difference in the dimension of emotional participation,and there is a significant difference in the dimension of action participation and cognitive participation Three tests were conducted during the research process.The results of the experimental class and the control class showed no significant difference in the first test,while the results of the experimental class were higher than those of the control class in the second and third tests,and there were significant differencesThe research results show that:1.The use of stop-motion microlecture in the biology class of senior high one can help students construct knowledge and improve students'learning effect;2.Using top-motion microlecture in class can improve students' participation in biology class;3.Stop-motion microlecture can increase students' interest in biology learning and cultivate their positive learning emotion;4.Students' classroom experience can be enriched by watching,listening and making of stop-motion microlectureBased on the analysis of the research results,this study suggests:To make stop-motion microlectures in the appropriate lessons time;To select the display content of stop-motion microlecture;The design of microlecture should focus on fun;Microlectures should inspire students to think deeply;Teachers should constantly update their education information technology.