The Research On The Application Of Microlecture In Junior High School Physics Teaching

With the development of education informatization to the the era of Web2.0,microlecture,a new form of curriculum expression,has been developed,which based on videos and focus on a knowledge point or a certain teaching session.As an experiment-based course,physics is closely combined with reality and requires students to have a great deal of life experience.At the same time it is a new course into the junior high school students' vision,students have a strong interest in physics,but also a little afraid of it.The application of microlecture in junior high school physics teaching can not only enrich teaching resources,improve students' interest and enthusiasm in learning physics,but also reduce the difficulty of learning physics.Therefore,microlecture has a large number of applications in junior middle school physics teaching.However,due to the different quality of microlecture resources,the variety of microlecture is numerous and complicated,and it's application forms are also diverse.Teachers use microlecture differently,even though they are in the same school and teaching the same lesson.The application forms of microlecture are indeed various,but it's content may not be the best,which leads to very different application effects.Therefore,how to make teachers and students better use of microlecture,and how to improve the effect of microlecture application is a difficult problem we are facing at this stage.This paper will take chongqing Liangjiang new district as an example to study the application of microlecture in junior high school physics by using the methods of literature reading,investigating,interviewing and experimenting.Firstly,this paper expounds the concept and characteristics of microlecture through literature reading,sortsout the theoretical basis of microlecture,also analyses the physic's characteristics of junior high school,the application principles and patterns of microlecture.It is found that there are a large number of studies on microlecture,but there are comparatively few studies on the application of microlecture,especially on the application of microlecture in junior high school physics teaching.Secondly,through a questionnaire survey on 50 teachers,that they are teaching physics in chongqing Liangjiang new district,and 686second-grade junior high school students,that they are studing in Liangjiang Renhe experimental school or Weiming school,it comes to this conclusion that the junior high school students' acceptance of application of microlecture in physics learning is high in chongqing Liangjiang new district,and the teachers in the new district also generally agree that microlecture plays a positive role in promoting physics teaching.Microlecture can greatly improve students' interest in learning physics,help physics' experiments and improve the teaching of physics' exercises.However,there are also many limitations of microlecture,such as the single teaching goal,the difficulty in making good microlecture,the single application of microlecture mode in this new district,the weak concentration of junior high school students,and the reduction of teacher-student interaction.Therefore,the application of microlecture has both advantages and disadvantages,it cannot replace the traditional classroom teaching mode.The application of microlecture should use the mode combining microlecture and traditional teaching.Finally,through a month of microlecture application practice in two third-grade classes of chongqing Liangjiang Renhe experimental school,including the introduction of new lesson,shows of the experiment,summary of knowledge points,the extension of the lessons' knowledge points,and through the interviewing with students,we can conclude that the microlecture is helpful for learning physics,and effectively promote students' academic performance.But it has different degrees of help for students with different learning abilities,and different forms of microlecture help teaching differently.So we should be cautious in choosing the form and difficulty of microlecture.For students with different learning abilities,we should choose microlecture with different levels of difficulty.For different types of physics lessons,we should also choose microlecture in different ways.Therefore,the establishment of a complete and mature microlecture system has become a top priority for microlecture construction.