Research On The Application Of Micro-lesson In The Teaching Of Difficult Knowledge Of Biology In Senior High School

Since the curriculum reform,the curriculum goal has been developing towards a more comprehensive direction,and the college entrance examination has also been examining students’ thinking and ability to comprehensively use and innovate knowledge.In order to better complete the teaching objectives and achieve the overall development of students,biology teachers must improve the teaching efficiency and achieve high quality teaching in the limited teaching time.However,high school biology has higher requirements on students’ memory ability,logical analysis ability and knowledge transfer ability.Only by effectively solving the difficult knowledge that is difficult for students to learn and teachers to teach,can students’ learning interest and academic performance be improved and the teaching quality of teachers be guaranteed.Taking genetics and Evolution,compulsory Course 2 of Senior High School Biology,as an example,this paper conducts research on the application of micro-lessons in the teaching of difficult knowledge of senior high school biology.On the one hand,it provides effective methods for teachers to solve difficult knowledge of biology,improves teaching effect and relieves work pressure.On the other hand,it helps students better understand and master difficult knowledge,broaden their horizons and cultivate biological thinking.The research process is as follows :1.Literature research method is adopted to study,sort out and analyze the literature related to micro lessons and difficult knowledge of high school biology,so as to comprehensively understand the existing research results and development trends in this field and provide theoretical basis and research ideas for this study.2.According to the human education edition textbooks,curriculum standards and college entrance examination questions,the two key knowledge of biology compulsory in high school are summarized.3.Through the questionnaire survey of students,this paper analyzes the difficulties existing in the second key knowledge of compulsory biology in senior high school,and refers to Xia Fei’s classification of difficult knowledge of biology,divides the difficulties existing in students into four types: psychological resistance,cognitive bias,logical deduction and lack of construction.4.On the one hand,through the questionnaire survey and interview of students and teachers,analyze the causes of difficulties in four aspects: curriculum,knowledge,students and teachers;On the other hand,questionnaires were used to investigate teachers and students respectively to analyze the necessity and feasibility of using micro-lessons to solve difficult knowledge of biology in high school.5.According to the causes of the four types of difficulties,targeted design and solution of the four types of difficulties in micro lessons,and put the four types of difficulties into practice for effect analysis.Through the process of questionnaire survey,micro-lesson optimization,micro-lesson implementation and effect evaluation,the research results of this thesis are as follows:1.It is necessary and feasible for micro lessons to be applied to difficult knowledge in high school biology.2.Online micro-lesson resources are rich,which can solve the problems made by teachers to a certain extent.This study also classifies online micro-lesson resources according to different sources.3.Through investigation,the causes of the four types of difficulties are sorted out and summarized,and the corresponding four micro-lesson strategies are put forward accordingly.(1)The micro-lesson strategy of psychological resistance difficulty: the animation shows the process,and explains the causes of behavior and structural changes guided by the purpose of life activities.(2)Cognitive skew difficulty micro-lesson strategy: design problem series and solve doubts.(3)Micro-lesson strategy of logical derivation difficulty: use micro-lesson to classify,summarize and consolidate similar exercises.(4)Construct the strategy of missing difficulty micro-lesson: use micro-lesson to design situational explanation and guide students to construct conclusion group system.4.It is an effective teaching method to apply micro-lesson to the teaching of difficult knowledge of biology in senior high school.After learning difficult knowledge through micro-class teaching,students will find the class more interesting and improve their learning efficiency.The difficult knowledge of biology in micro-class teaching can be recognized by students.The analysis of the correct rate of problem sets shows that difficult micro lessons can improve students’ learning effect.Among them,cognitive deflected difficulty microlesson and logical derivation difficulty microlesson can significantly improve the accuracy of the problem.5.Through this study,the basic model of applying micro-lessons to solve difficult knowledge of biology in high school is summarized.To sum up,the application of micro-lessons in the compulsory two difficult knowledge teaching of high school biology has improved students’ learning interest and problem-solving ability to a certain extent.For teachers to teach students to learn the difficulties of knowledge has a certain application value,this research for the middle school biology teaching to improve students’ interest in learning and serious degree,and improve students biology as well as the teachers’ normal teaching quality to provide strategy and reference,also for micro earnestly in the teaching better play a role in providing a way of thinking.