Practical Research Of Micro-videos In The Teaching Of Biological Conceptual Knowledge In High Schools

Micro-video is an auxiliary tool for teachers and students to learn conceptual knowledge,and is applied in the teaching process to highlight knowledge points or break through difficult points.This article is based on the content of the human-taught version of the high school biology compulsory three "steady state and environment" course content,according to the high school biology curriculum standards and literature reading,according to the basic concepts,basic principles,structure and theoretical model of the concept of the compulsory three to sort out the conceptual knowledge of the compulsory three.Through questionnaire survey and literature reading,the two main questions and four specific questions of this study were obtained,the research ideas were designed,some content design and implementation of micro-video to assist the content of high school biological concept knowledge were selected,and the following conclusions were drawn by analyzing the teaching data.1.Conclusion of the questionnaire surveyIn terms of "learning conceptual knowledge",56.5% of students could not understand,and the vast majority of students’ memories of conceptual knowledge came from rote memorization;in terms of "students’ attitudes towards micro-video-assisted conceptual knowledge teaching",87.5% and 83.5% of students could help understand and memorize for a long time.73.3% of teachers are supportive of micro-video-assisted teaching,but only 33.3% of teachers in practical teaching regularly use it.The main reason for the analysis is that it is not clear about the micro-video download route and the micro-video editing method.2,the implementation of the teaching design to draw conclusionsThe data obtained from the teaching of micro-video-assisted conceptual knowledge are analyzed and found that the teaching of micro-video-assisted conceptual knowledge has improved the mind map and learning performance of students to establish relevant knowledge.Data analysis obtained from the Conceptual Knowledge Mind Map Evaluation Scale showed that the number of passers in the experimental class was about 10.0% higher than that of the control class.With the increase in the teaching time of micro-video-assisted conceptual knowledge,the average score of the experimental class was higher than that of the control class and produced a significant difference.It shows that with the increase of micro-video assisted teaching time,students’ biological performance has improved.Based on the analysis of the number of undergraduates who scored in the midterm exam and the Golden Sun Joint Examination,the number of biology undergraduates in the experimental class increased even more.Through practical research,micro-video assists the teaching of biological conceptual knowledge in high schools,which plays a positive role in students’ understanding of conceptual knowledge,expanding knowledge and improving biological achievements,in order to give full play to this role,teachers should improve their computer application level,the ability to simply edit videos,and improve the combination of micro-videos and course content.