Research On The Application Of Micro-course Based On Scientific Thinking In Biology Teaching In Senior High School

The rapid development of society has brought profound changes in the way of knowledge generation,dissemination and acquisition.Education,as a great cause to cultivate talents in the new era,also needs to conform to the background of the information age and pay attention to the comprehensive and deep integration of information technology and education.In the process of promoting the development of education informatization,in order to improve the teaching effect,many new teaching methods have emerged,and micro-course has emerged as a very characteristic learning resource.Micro courses are favored by teachers and students all over the world for their advantages of small curriculum capacity,focused content and objectives,flexible learning methods,strong practicability and operability.In China,the micro course is also in the critical period of transformation from high quantity to high quality and from scale to connotation.How to design the micro course scientifically and efficiently has become a hot topic of discussion.Mind mapping,as an organizational tool for visualizing thinking,can visualize divergent thinking by combining schema and words.It is a learning aid tool to help learners better understand the relationship between knowledge.Therefore,making micro-courses based on mind mapping is helpful to organize micro-courses into logical systems,facilitate the construction of knowledge system and scientific thinking,and improve learners’ visual organization,analysis and presentation of knowledge.This study first analyzes the current situation of micro-course research at home and abroad,and on the basis of exploring the teaching value of micro-course,analyzes the feasibility of micro-course design based on scientific thinking through questionnaire survey among students and interview with teachers.After the design principles are determined,representative teaching cases are selected to determine the teaching objectives,and micro-courses based on scientific thinking are designed according to the scientific thinking level and scientific thinking ability in High School Biology Curriculum Standards.At the beginning of the study,the author selected Class 10 and Class 14 of Grade 1 as experimental class and control class respectively according to the previous test papers.This study was applied to the actual classroom teaching,and the achievement of teaching objectives(namely scientific thinking level)was evaluated by the achievement degree of objectives.In addition,the learning interest scale and independent learning ability scale were also compiled.SPSS statistical software was used to analyze the data before and after the experiment to test the effect of micro-course teaching.This study draws the following conclusions:(1)Through the evaluation of the goal achievement degree and the analysis results,it can be seen that the goal achievement degree of all levels of scientific thinking in the experimental class is improved to different degrees than that in the control class,indicating that micro-course teaching can help teachers better complete the teaching objectives and improve students’ scientific thinking ability.(2)through the degree of evaluation,analysis,according to the results of four scientific thinking level,while the experimental classes than that in comparative classes improved slightly,but the experimental classes at the level of the target reached degrees compared with several other levels on the low side,shows that the micro course at the level of the design and lacking,the goal degree can help teachers find teaching design defects,Improve the micro course and continuously improve the design level of the micro course.(3)through that in comparative classes and experimental classes extend high school biology learning interest inventory and autonomous learning ability questionnaire,use SPSS to analyze the test data before and after,the analysis results can be seen,based on the scientific thinking of course applied in the high school biology teaching can improve students’ learning initiative and interest,at the same time also can improve the students’ ability of autonomous learning.To sum up,micro-course teaching based on scientific thinking can effectively improve the effect of classroom teaching.It can not only improve students’ scientific thinking ability,but also fully mobilize students’ strong interest in learning,so that students can truly experience the fun of learning,but also exercise students’ independent learning ability,benefiting them for life.In view of the shortcomings found in the research process,this paper also puts forward some opinions,hoping to provide reference for other researchers in the future to conduct research on micro-curriculum design-assisted teaching based on scientific thinking and teaching evaluation.