A Practical Study On The Application Of Micro - Course In Senior Chemistry Teaching

Micro-courses are based on the information age of mobile learning, informal learning and new learning resources appears. Personalized efficient micro-course makes students learn the profound transformation possible, the traditional classroom. This study applies a micro course in high school chemistry teaching, minimally in the formal learning curriculum in the schools compared to traditional classroom learning the advantages of micro-courses and explore effective ways to apply to formal learning in schools.This article sorts out the domestic and foreign research status of micro-courses and micro-programmes, micro-learning key concepts are defined. Through reading textbooks and curriculum standards in the content analysis, analyses through questionnaires on students’learning situation, based on micro-courses theory and psychological theories as a guide, learn from the success of micro-curriculum development model, developed and taught high school chemistry course 2 Chapter I which supports the periodic law, micro-learning resource. Comparison method was used to apply micro-courses to high school in the independent review of the periodic law and conducted a questionnaire survey and interview with teachers and students. Based on test data, student interviews before and after analyzing the content of the micro-course of study results. Reviews the research on micro-course conclusion on advantages and existing problems and prospect of micro-course of development in the future.Study results showed that compared to the traditional classroom learning, micro-courses applied to the independent review of student learning outcomes are significant. Mainly in micro-courses help students correct concepts, enabling differentiated learning for students, helps to improve students’learning efficiency. Micro-courses used in formal learning in schools is feasible and effective ways of its application are varied.