Research On The Application Of Micro Lesson In The Teaching Of Chemistry Concepts

Chemistry concepts teaching is the focus of high school chemistry teaching and the key to improve students' academic performance and abilities.However,the concept of chemistry itself is difficult to understand and boring to learn,which makes it harder for students to understand.Micro lesson is the integration of information and traditional teaching resources.Being "short and smart,prominent theme" and suitable for ubiquitous,personalized,mobile learning,it has injected new vitality into teaching reform.This article manages to explore the teaching strategies by appling the micro lesson to the chemical concenpts teaching.What's more,the author also wants to identify if the application of micro lesson in chemical concepts teaching can promote student's intrests,thransform their lerning style and develop their subject literacy.This research takes the "electrolytic cell" concept teaching as an example,and has carried out an experimental study of micro lesson assisted concept teaching in Zhenyuan Middle School,Gansu Province,where the author teached.On the basis of summarizing the connotation,elements,characteristics,classification of micro-lectures and the current status of research applied to the chemistry classroom,this article summarizes the content of high school chemistry concepts,students' cognitive characteristics,the principles and processes of micro lesson teaching design.Based on connectivity theory,concept acquisition theory,and concept change theory,The author carefully designed and developed micro-lectures,teaching cases,test papers,questionnaires,and interview outlines to assist the "electrolytic cell" concept teaching;implemented and tested the effect of the micro lesson applied to the "electrolytic cell" concept teaching.The fingdings of this research covers two aspects.Firstly,as for students,the application of the micro lecture to cincenpts teaching is beneficial for students to master the basic and declarative knowledge;the use of micro lesson assisted concepts teaching before and after class can improve student's recognition and transfer of the concept of“electrolysis cell”;micro lesson assisted teaching helps to improve students 'learning interest and autonomous learning ability,and develops students' disciplinary ethics of evidence reasoning and scientific inquiry;It is not obvious that in a short time,micro lecture assisted concepts teaching can improve students“learning styles”transfer;thearrival of "micro age" has made students be not wonder about the way of assisted learning,and the uneven quality level of micro lesson resources makes it difficult for students to learn,even for autonomous learning.Sencondly,the learning effects of micro lecture assisted concepts teaching differs from students to students.Thus,the teacher needs to develop hierarchical,targeted and intreseting teaching materials to meet stufents' needs,whose academic situation is different.What's more,students have a higer requirement and expectation for teacher's design,classification and appilcation while preparing a micro lecture.Therefore,teachers are faced with a great challenge to improve their professional information competence.