Development And Utilization Of Micro-lessons On Junior High School Physics Mechanics In The Context Of Smart Campus

In recent years,information technology in China’s basic education has become a major hot spot for front-line teaching.During the epidemic prevention and control period,the nation has carried out the orderly and effective work of "suspension of classes without suspending learning” and has further pushed the integration of information technology and education to a climax.The author is in line with the development of the times,taking the junior high school physics mechanics micro-course as a carrier,developing a case of its deep integration with physics teaching,and carrying out practical research.After in-depth research on the significance,theory and current situation of the development and utilization of the junior high school physical mechanics micro-course,and taking Constructivist Learning Theory,Cognitive Load Theory and Lum Mastery Learning Theory as the theoretical basis for the development of micro-courses,this paper uses the literature research method,statistical analysis method,questionnaire survey method,case analysis method and action research method to carry out the research on the development and utilization of the junior middle school physical mechanics micro-course.This paper mainly researches from the following aspects:First,the author conducts an in-depth study of our university’s smart campus platform,clarify the role of the platform,and confirm the functions that can be combined with the application of micro-lessons at a later stage.At the same time,the author combines the use of the platform by front-line teachers and the feedback from students in the early stage to develop the direction and plan for the development and utilization of micro-lessons in this study.Second,the author combines the analysis of the teaching contents of the smart campus platform,the analysis of the current situation of the design and application of micro-lessons by physics teachers,and the results of the survey of students’ learning conditions to determine the content of the resources designed and developed by micro-lessons in three comprehensive analyses.(1)The author collects the examination results of the mechanics learning part of the second period of students’ second year of junior high school on the smart campus platform,conducts data analysis,and identifies and summarizes the weak points in students’ learning process of mechanics.(2)A questionnaire survey is taken to the junior high school physics teachers in this district to determine the feasible operation plan of micro-lessons development according to the current situation of real teachers’ design and application of micro-lessons,so as to avoid the research being detached from the real situation.(3)Investigate the learning situation of our students,further refine the important and difficult points of students’ mechanics academic boards,and confirm the teaching objectives of micro-lessons.A questionnaire survey is conducted for junior high school students to compare and analyze the psychological situation and cognitive situation of junior high school students’ physics mechanics learning,and to understand students’ expectations of mechanics micro-lessons resources,expected knowledge acquisition,personalized learning needs,etc.The third is a case study of micro-lessons in junior high school physics mechanics.The author divides micro-lessons into five major categories,which are concept identification,knowledge point breakthrough,experiment operation,problem solving skills,and extra-curricular extension.The author has developed detailed micro-lessons,micro-exercises,and micro-script for each category of micro-lessons.At the same time,the author has provided the strategies and methods in the process of making micro-classes,and the specific operation steps of the application software,so as to provide a detailed reference for the majority of colleagues in making micro-classes.The fourth is the research on the implementation effect of micro-classes.It is mainly divided into:(1)the author selects two time periods for practice,and conducts a horizontal comparison between different classes and a vertical comparison between the same classes.The author selects the experimental class and the control class,combines with the school’s smart campus platform "Zhixuewang" to publish examination questions,conducts investigation and analysis based on the physics performance of the students on the platform,and judge whether the development of the micro-course developed by the research institute is helpful to the improvement of students’ interest in physics learning and physics performance.(2)The "class space" of the smart campus platform will push extracurricular expansion micro-classes,and further improve the construction of micro-class resources based on the students’ learning situation,achievement display,evaluation feedback,etc.Through the research on the development and utilization of junior high school physical mechanics micro-courses under the background of smart campus,the author has further improved the information technology application ability related to micro-courses,has a deep grasp of the knowledge structure of junior high school physical mechanics,and learned about junior high school students’ learning about mechanics..After two periods of practice,the application of micro-courses further cultivated students’ scientific literacy and comprehensive ability.At the same time,the author has discovered the problems in the development and utilization process,put forward relevant reflections,and put forward optimization suggestions for the integration of the school’s smart campus platform and education.