A Research Of Micro-lecture For Middle School Chemistry Exercise Based On Core Literacy

Exercise test is the main means to test the learning level of middle school students.Exercise teaching plays a very important role as an integral part of middle school education.Efficient exercise teaching can not only reduce students’ workload,but also help to cultivate students’ thinking ability and develop students’ core accomplishment.At present,the exercise teaching of chemistry in junior high school mostly adopts the traditional teaching mode,and students are not highly motivated and targeted.How to carry out efficient and practical exercise classes to achieve twice the result with half the effort has become a research hotspot in middle school education.With the passage of time,the continuous digitalization of educational methods has led to the emergence of micro-classes.Pointed,micro class length,content,essence,is to meet the requirements of the new curriculum under the development trend of modern education is bound to be a new type of teaching mode,and the influence of the outbreak of the new champions league,Chinese students are generally begin to accept the way of teaching video,and so on problem sets of thinking and the rise of small class teaching difficulties,the author try to combining teaching junior high school chemistry exercises and class,To study the effectiveness of exercise-type micro lesson on the development of junior middle school students’ chemistry core literacy.This paper focuses on two questions,"whether exercise-type micro class can improve the chemistry core literacy of junior middle school students" and "how to design exercise-type micro class to be more scientific and efficient",and uses literature research method,questionnaire survey method,interview method and control experiment method to conduct research,which is mainly divided into seven parts.The first part is the introduction,including research background,research purpose and significance,and the introduction of research status.The second part is the definition of relevant concepts and the theoretical basis of the research,which defines the concepts involved in this research and introduces the theoretical basis of this research.The third part is the research design,which expounds the basic idea of this research,introduces the methods used in this research,puts forward the core issues of this research,and shows the research framework of this research.The fourth part is the investigation and analysis of the current situation of chemistry exercise teaching in junior middle schools.It interviews with 10 first-line chemistry teachers of grade 9 and conducts a questionnaire survey with 272 students of grade 9,so as to understand the confusion of teachers and students in chemistry exercise teaching and problem solving,and solicit their willingness to carry out exercise-type micro-lessons.The fifth part is an example of the design of junior middle school learning problem-based micro-lessons based on core literacy.Through the preliminary investigation results and the experience of predecessors,the author designed the unit exercise micro-lesson teaching of "Chemical Properties of Metals",and matched the corresponding exercise micro-lesson task list,and recorded the corresponding micro-lessons.The sixth part is the experimental research of exercise micro class on improving the core chemistry literacy of junior middle school students.The experiment can be roughly divided into three stages: pre-test stage,implementation stage and post-test stage.What the author’s own teaching three classes to test,according to the test results are divided into the experiment,experiment class B,class A contrast C class,in the experimental class A,B two problem sets the class teaching,then to after three class surveys,through the implementation of micro grade horizontal and vertical contrast after class,for data analysis,and collect students’ feedback.The seventh part is the conclusion obtained through the research,reflecting on the shortcomings of this research and the prospect for the future.This paper analyzes the advantages of the exercise-type micro class by carrying out practical research on the exercise-type micro class :(1)the exercise-type micro class is helpful to develop the core quality of chemistry of students.The exercise-type micro class is novel in form and rich in content,which can well help students to build a thinking model of chemistry;(2)The selection of classic examples with moderate difficulty can make the exercise micro-course more efficient.Students will not feel boring and boring at a look,nor will they be discouraged because it is too difficult.They can really gain new knowledge in micro-course learning,and their ability has increased to form efficient micro-course;(3)Exercise-type micro lesson can reduce the teaching burden of teachers to a certain extent.Once the micro lesson is made perfect,it can be saved and used,students can watch it by themselves,and teachers do not have to repeat the same problem.By using the auxiliary exercises teaching,the author feel students’ interest in video and the information technology and their positive attitude towards something new,more feel the students’ enthusiasm for problem sets type micro class,so that junior high school the learning topic micro courses in the field of education there is a great development and progress of space,have very strong exploration value.