Chemistry Teaching Practice Based On Micro-reading After School In Senior Two

In the information age,more and more micro-reading has widely been followed in our daily life.Under the impetus of education informatization,one of a new educational model is realized by introducing micro-reading into chemistry education.Microreading after school can effectively stimulate students' interest in learning while consolidating classroom knowledge and expanding extracurricular content.In previous studies,there is no application of micro-reading in chemistry education.The researches in combination with subject education are also very limited.There are two aspects to explain.First,the current subject education applications of micro-reading usually involve in-class courses.Due to the fact that mobile phones cannot be used in class,PPT is used to project essays,information and other contents.However,this mothod is similar to the existing classroom teaching mode,the real micro-reading has not been achieved.Second,the similar pattern of the micro-reading in chemistry education focuses on experimental education and pre-class preview,rather than the after-school learning.Moreover,most of the platforms generally are used with cumbersome editing and no background data monitoring.At the same time,some of the contents in those platforms are too extensive and untargeted.Based on the above problems,the micro-reading developed in this work is through the Internet and smart phones,and the Ding Talk platform is used because of the easyto-operate and easy-to-manage characteristics.Students can independently arrange a fragmented time after course.Consolidation and expansion of knowledge by conducting short-time,efficient,and targeted courses.On this basis,this work clarifies the connotation of micro-reading after school,and the design principles of microreading also are determined.Then the content sections and functional positions of micro reading after-school are drawn up,and the differences of the micro-reading content are analyzed according to the types of chemistry knowledge.Finally,the teaching practice of micro-reading after school was carried out.The results of the study show that the design principles,content sections,functional positions,and analysis of differences in micro-reading content of different types of knowledge are all reasonable.Micro-reading after school can effectively attract students to study and has strong sustainability.Although there is no overall obvious benefit in student academic performance at this stage,there is no negative growth actually.Futhermore,questionnaires show that micro-reading has a significant effect on students' interest in chemistry learning,and it is also contribute to knowledge consolidation and expansion.The expanded content can effectively assist students to understand the knowledge in class and improve their enthusiasm and initiative in chemistry expanded learning.