Research On The Development And Application Of Micro-Lecture Resources

With the rapid development of information technology,the application of network in the field of education is more and more extensive.The state vigorously promotes the reform of educational informationization,and micro-lectures based on modern educational technology have been applied to information-based teaching classrooms.At the same time,the massive spread of the Covid-19 has greatly "catalyzed" online teaching and learning,allowing webbased micro-lectures to be widely used in the teaching of primary and high schools.Beginning from the breakthrough in key and difficult points of junior high school chemistry,this study uses the methods of literature research,action research and questionnaire survey.Firstly,it discusses the research background and significance of this study.Secondly,it summarizes the literature of domestic and international research status,and introduces the definition and characteristics of micro-lecture.Under the guidance of constructivism learning theory,the author expounds the advantages of applying micro-lectures to junior high school chemistry teaching from three aspects: new classes,students’ independent learning and teachers’ teaching research.Thirdly,it also introduces three methods to break through the key and difficult points of junior high school chemistry,namely,laying a good knowledge foundation with the micro-lecture of "self-study before class",breaking through the key and difficult points of teaching with the micro-lecture of "classroom activity" and consolidating knowledge with the micro-lecture of "review after class".This study proposes a simple and clear process of micro-lecture design and production including analysis,design,production and release.Taking the key point "neutralization reaction between acid and base" and the difficult point "chemical formula and valence" in junior high school chemistry teaching as examples,this study analyzes the cases,introduces the design ideas,and makes five matched micro-lecture videos for teaching application.In practical teaching,the author applies a controlled test on students that have similar learning abilities and academic achievements.Through the comparison of students’ grades,student questionnaire survey and teacher interview,the author finds out the changes of students’ grades in the experimental class and the control class,evaluates the students,and summarizes the data to gain the research results.Through two years of research,the author concluded a process of micro-lecture videos’ development and production with referential value.In the processes of classroom teaching including pre-course preview,new lesson introduction,abstract concept explanation,experimental investigation,and post-course review,the author used micro-lectures for teaching practice,and summarized two sets of teaching designs of breaking through the key and difficult points of junior middle school chemistry.This study not only provides students with a set of practical and effective micro-lecture video learning resources so that students can improve their learning achievements through the micro-lecture,but also provides a reference for other frontline chemistry teachers.To a certain extent,it would facilitate more chemistry teachers participate in the study of chemistry teaching using micro-lectures.However,this study only selects two sets of teaching contents with modest micro-lectures,insufficient samples and short practical teaching time.Hence the representativeness and certainty of the test results are not perfect.The author will continue the further study on the direction of using network to improve the efficiency of classroom teaching in the future during teaching afterwards.