An Empirical Study On The Improvement Of Teaching Effect Based On

A large number of science education research and practice show, people gradually realized that before students enter the classroom, they are not the mind blank. During the scientific learning process, students are not passive and have no choice but to accept the external presentation that give them anything, but in the original, related concepts, new content interpretation is processing.This study focused on addressing the following aspects: 1. Students in this study relates to computer viruses this part, the concept of what exists before and after the classroom teaching students about the concept of a computer virus what kind of change.2. The former type of concept formation reason is that part of the concept of a computer virus, which types and the specific reasons for the formation of these types exist before the concept of preconception. 3. For different types of preconceptions, how to select the right technology to develop learning resources?This study around three issues, the use of questionnaires, interviews, etc., The first is based on random interviews obtained data, designing concepts before testing tools; Analysis of results before then the concept of a computer virus part and the reasons for the formation, is based on the reasons for the formation of the concept before the classification; It depends on the cause before the formation of the concept, design, promote conceptual change learning resources;Finally, conclusions: First, Before entering high school "computer virus" project learning, before the existence of the concept of the student it can be roughly divided into five categories based on their genesis. Second, For the "concept of computer virus," the learning content in the experimental group did not use a front conceptual design and development of micro-video teaching, in the control group using traditional teaching field to teach and found a score of the experimental group than the control to increase rate group.. Third, For "computer virus transmission," the learning content, based on the use of micro-video concept development before and have not carried out the experimental teaching were based on the concept of pre-developed micro-video, and found the former more than the latter significantly improve the teaching effect.