Research On The Design Strategy And Practice Of High School Physics Microlecture

With the advent of the 5G era,people’s lifestyles have changed with each passing day,and education and teaching methods have also been deeply affected.As a new teaching method,"microlecture" has gradually emerged in the public’s vision.With video animation as the carrier,it has the advantages of vivid images,short duration,clear topics,prominent knowledge points,repeatable viewing,and convenient use,which can supplement and expand traditional classroom teaching,Effectively improve the efficiency of classroom teaching.The study of high school physics courses is crucial for cultivating students’ core competencies.However,through student surveys,it has been found that a large number of students have a lack of concentration and understanding in physics classes.In traditional teaching,teachers are unable to fully pay attention to every student,and students cannot independently solve the remaining problems in class in a timely manner after class.Over time,they lose their enthusiasm for physics learning.As a product of modern technology in the field of education,microlecture has various advantages over traditional teaching.Its use in class can mobilize students’ enthusiasm;After class,it can help students better review and summarize to meet their needs.It is worth trying to change the current situation of high school physics teaching through microlecture.In recent years,microlecture have been increasingly valued by education departments and experts at all levels.Universities,primary and secondary schools in various regions have also actively explored and carried out the construction of various microlecture resources,but the actual results are not satisfactory.The practical application of microlecture in high school physics teaching has little response,and studying the practice of microlecture in high school physics teaching still has important value and significance.Through literature research,this article summarizes the current research status,related concepts,and related theories related to microlecture at home and abroad.Taking Wuhou Senior High School in Chengdu,Sichuan Province as an example,by conducting a questionnaire survey on students and conducting interviews with teachers,the author fully understands the current application and cognitive situation of microlecture,and statistically analyzes the advantages and problems faced by the application of microlecture in high school physics teaching.On this basis,guided by constructivist theory,cognitive load theory,recent development zone theory,and learning motivation theory,and guided by the "Education Informatization 2.0 Action Plan" and the 2017 version(revised in 2020)"General High School Physics Curriculum Standards",the design principles and processes of microlecture suitable for high school physics teaching are proposed,targeting pre class preview microlecture,in class explanation microlecture A corresponding design strategy for high school physics microlecture has been proposed for post class consolidation microlecture.Based on the relevant theories,design principles,processes,and design strategies of high school physics microlecture proposed above,the paper selects the teaching content of "Elective 3-4" in high school physics,and designs and records 29 microlectures according to the normal teaching plan and schedule.Among them,pre class preview microlecture "Simple Harmonic Movement" and in class explanation microlecture "Simple Harmonic Movement Image" are selected The post class consolidation microlecture "The Image of Waves" serves as a case and demonstration for the design of high school physics microlecture,providing some reference and reference for frontline teachers.The author applied all 29 microlectures designed and recorded in Class 11,Grade 2020,Wuhou Senior High School in Chengdu,Sichuan Province to teaching practice,and conducted a 3-month control experiment with classes at the same level in the same school.Through data from three monthly exams and the aforementioned three limited time tests related to microlecture,combined with practical student interviews and surveys,the feasibility and scientificity of the high school physics microlecture design strategy proposed in this article were tested,and the positive role and shortcomings of microlecture teaching were summarized.This study found that the application of microlecture can improve students’ attention,activate the classroom,meet their different needs after class,and improve their physics learning effectiveness.The improvement effect is particularly significant for students with average or above grades.It also stimulates students’ interest in learning physics to a certain extent,alleviates teachers’ teaching pressure,improves teaching efficiency,and is conducive to achieving efficient classrooms.