| With the rapid development of Internet technology,multimedia teaching equipment has been widely used in practical teaching,and micro-video has also been integrated into chemistry teaching.In order to simplify the complicated knowledge and help understand the essential law of things,we use stereoscopic and verisimilitude to build up the students’ spatial imagination.Junior high school chemistry knowledge is the characterized as scattered,involving a wide range and so on.So it is difficult for students to learn chemistry in the initial stage.The application of micro-video to classroom teaching in rural schools can greatly stimulate students’ interest in learning and improve students’ initiative and enthusiasm in learning.This paper includes the following six parts:The first part:expatiate the research background of micro-video teaching;make clear of the research meaning,content and method;analyze the research status and application trend of micro-video teaching at home and abroad.The second part:the definition of the core concept and the presentation of related theories.By collecting and consulting a large number of literature,this paper defines the concepts of "micro-video"and "micro-video in chemistry teaching",and then refers to the relevant theories of this study,it will study and analyze such theories as constructivism learning theory,zone of proximal development theory and advance organizer strategy as the theoretical basis.The third part:brief introduction and suggestion on the design model of micro-video in junior high school chemistry teaching.There are four design links in the design of micro-video for chemistry teaching:Teaching Design,educational idea,feedback evaluation and teaching resources.In this chapter,we analyze and summarize the model,structure,design method and strategy of micro-video in chemistry teaching design of rural junior high school.The fourth part:the design and practice of micro-video in high middle school chemistry teaching.Combined with the new curriculum standard and through the analysis of the construction of micro-video in junior high school chemistry teaching design,three teaching practice cases are written from three aspects of chemistry concept knowledge,chemistry language knowledge and chemistry calculation knowledge,"distinguish the element composition of matter","the expression of matter composition","calculate the relative molecular mass",and these three teaching practice cases in junior high school chemistry teaching to practice verification.The fifth part:micro-video used in junior high school chemistry teaching practice and evaluation.Observing the process of practice,expounding the purpose of the survey and the design of the questionnaire,carrying out the questionnaire survey to the teachers and students after class,and making statistics and analysis of the results of the questionnaire,sorting out the interview results of the teachers,through investigation,we find that most teachers and students agree with the teaching mode of micro-video,and feel that micro-video teaching plays a positive role in cultivating more innovativeThe sixth part:through the investigation of students and the interview of teachers,it is concluded that the problem of low classroom teaching efficiency in chemistry teaching in rural junior high schools is solved by micro-video.It is concluded that micro-video teaching mode can change students’ learning style and stimulate students’ interest in learning.Micro-video has been applied to practical teaching in rural schools.It is found that students’ performance has improved as well,which proves that it is helpful for students to learn independently.This study illustrates the use of micro-video in rural junior high school chemistry teaching,which requires teachers to use humorous language,body movements and clothes to attract students’ attention in micro-video.And even without the accompanying parents,it can also let the student be independent,The Independent Study micro-video completes each lesson before the class preview and after-class knowledge consolidation.Through practice,it is found that students can not only have cooperative discussions with their classmates,but also enrich teaching forms,and learners can explore and master more knowledge.By this way,this paper provides the reference for the junior high school chemistry teacher’s classroom teaching method. |
