An Empirical Study On The Application Of Micro Lecture In Life Science Teaching In Junior Middle School

Online and offline micro lecture teaching constantly appears and is discovered vigorously,but the evaluation research on the actual effect of micro lecture teaching is relatively lagging behind.In particular,there is no relevant report on whether the application of micro lecture can improve the learning efficiency of biology in junior middle school.Therefore,it is of practical significance to carry out empirical research on the application of micro lecture in junior middle school life science.Forty-nine eighth-grade students from L School,Baoshan District,Shanghai,who were taught by the author,were identified as the research objects of this experiment.Through questionnaire survey,interview and empirical research,the author understood the effect of micro lecture strategy teaching on junior high school students' biological academic level and self-efficacy development.After developing the feasible micro lecture of biology courses for junior high school,on this basis,the author carries on the design and teaching of micro lecture.In the process,some methods,like empirical research,were chosen to evaluate the changes of junior middle school students' academic level and biological self-efficacy before and after teaching.The results of this study show that: first of all,in the short term,micro lecture strategy teaching does not promote the improvement of students' academic level.After stratification,there is no obvious positive effect on the biological academic level of the top students,the middle students and the students with learning difficulties.Secondly,in the long-term practice,micro lecture strategy teaching lacks positive promotion effect on the improvement of the academic level of all students in ordinary junior middle schools.However,in the long-term practice,micro lecture strategy teaching has a promotion effect on the top students of ordinary junior middle school,a great promotion effect on the middle students,but there is no promotion effect on the students with learning difficulties.After the interview of students,it is found that the reason is that the top students have strong ability and can accept the micro lecture strategy teaching,while the middle students have average ability and are more suitable for the micro lecture teaching than the conventional teaching.However,students with learning difficulties are reluctant to accept the micro lecture strategy teaching.Finally,in longterm practice,micro lecture strategy teaching plays a positive role in promoting students' biological self-efficacy in terms of overall score.It has a great effect on promoting learning confidence and eliminating learning anxiety,but has no positive effect on learning motivation and adversity.