Microlearning Based On SPOC Teaching Mode Application And Practice Research In High School Biology Teaching

With the development of society,information technology is applied in all walks of life,many experts and scholars began to study the application of information technology in the field of teaching,microlessons set off a frenzy in the teaching field,MOOC triggered a wave of catechism,SPOC teaching,flipped classroom,etc.also came into being.Although there was a period of plateauing after the boom,people did not stop with the form of Internet + education.The sudden arrival of the epidemic made teachers and students stop their offline classes;the epidemic could isolate people but not knowledge,and teachers and students opened their online classes.Now in the post-epidemic era,schools have resumed offline teaching,but are always prepared to change their teaching methods in response to changes in the epidemic.This in turn has led to more researchers looking at hybrid online and offline teaching and learning models.Compared with traditional teaching and purely online teaching,the SPOC teaching model is more suitable for the current learning situation and the general social environment,and is more in line with today’s educational philosophy,helping teachers to teach better and improving students’ learning efficiency.In order to better apply the SPOC teaching mode in the high school biology classroom,micro-lessons are loved by students for their short size and strong visualisation.It is of some theoretical and practical significance to explore the teaching mode of micro-lessons based on the SPOC teaching mode applied in the biology classroom and to verify the practical application of this mode in the high school biology classroom.This paper uses the literature research method to analyse and study the theories related to SPOC teaching mode and micro-lessons,summarise and outline the current situation of domestic and international research on micro-lessons and SPOC teaching mode,and define relevant concepts such as micro-lessons and SPOC teaching mode.The preliminary survey was conducted by interviewing senior teachers to understand the current stage of senior biology teaching;and by questionnaires to some students in senior classes to understand the students’ biology learning.According to the results of the survey,the following problems exist in the teaching of senior year biology and students’ learning in the author’s internship school: lack of teachers,the amount of individual teachers’ class time and heavy tasks;the small amount of biology class time in each class cannot meet the needs of biology teaching;students’ lack of interest in biology learning;one-sided,lumpy and insufficient understanding of knowledge;and the inability to find methods for independent learning.The author believes that the application of micro-lessons based on the SPOC teaching model in the biology classroom can address these problems.Taking constructivism and humanistic learning theory as the theoretical guide,combining the characteristics and design principles of SPOC teaching mode and micro-lesson,the author builds a model of micro-lesson based on SPOC teaching mode applied to high school biology classroom by integrating micro-lesson into it.It consists of three main parts,namely: pre-preparation,teaching process and reflection and evaluation.The pre-preparation includes the analysis of learning conditions,teaching objectives,teaching contents,important and difficult points,teaching design,exercises and micro-lesson production;the teaching process includes pre-learning,classroom teaching and revision,consolidation and answering questions,and elaborates the specific contents of each stage;finally,reflection and evaluation are conducted after the teaching of the lesson is completed.The teaching practice is also carried out to verify its feasibility.Some classes in the senior class of the author’s internship school were used as the experimental subjects,and the experimental and control groups were selected.The performance of students in the experimental and control groups was analysed before the experiment,and there was no significant difference between them,and the experiment could be conducted.The students in the experimental group applied micro-lessons based on the SPOC teaching model in the teaching process,while the control group did not.At the end of the practice,a questionnaire survey was administered to the students,and their performance was analysed to evaluate the effectiveness of the teaching practice,and the following conclusions were drawn.The design and application of micro-lessons based on the SPOC teaching mode is reasonable,and it can provide certain reference for future teaching;teachers who design micro-lessons based on the SPOC teaching mode can improve their teaching and research abilities,make more proficient use of information technology,and enrich their teaching methods;micro-lessons based on the SPOC teaching mode applied to biology classrooms can improve students’ interest in learning biology,promote The use of SPOC-based micro-lessons in the biology classroom can enhance students’ interest in learning biology,promote students’ independent learning,and facilitate students’ understanding of knowledge.