The Application Study Of Micro Lecture In Junior Physics Teaching

Compared with traditional teaching, micro lecture is short and pithy, flexible and targeted. It can meet the needs of students’ personalized learning, stimulate students’ learning interest and mobilize the enthusiasm of students learning. At the same time, micro lecture can realize the sharing of excellent teaching resources, and promote the communication and learning from each other. Physics is a basic subject, which is a natural science to study the interaction and motion of matter. It plays an important role in training students to analyze problems and solve problems, and in training physic the ability to observe and operate. Also it plays an important role in the consciousness and ability of innovation. Physics is new and strange for middle school students, especially for grade 8 students. So they are eager to have physics classes. For students, it can realize students’ personalized leaning by putting micro lecture into physics teaching, and it can help to observe the experiments which can’t be seen clearly and low the difficulties of exercises. And it can help students to learn physics well. As for teachers, they apply the micro lecture to physics teaching. The teaching of experiments and exercises can be promoted and the teaching means and methods are improved. Also, the horizons of teachers can be broadened. At present, the research on micro lecture isn’t deep in our country, and there are few researches on the design, production and application of micro lecture. So it mainly talks about the investigation and research on the application of micro lecture in junior physics teaching in this article, and then finds some problems in the application and puts forward some counter measures, therefore, there will be some feedback and reflections about the effects of micro lecture in junior physics teaching. It aims to give some references to the function and advantages of putting the micro lecture into the junior physics teaching.This paper takes Yantai No.11 Middle School as the research object, literature method, questionnaire survey, experimental method are used to analyze how the micro lecture uses in physics teaching of middle school. It has found that most physics teachers know about the micro lecture, but they are not familiar with its features and connotations. The number of the teachers who can design and use the micro lecture well is not very large. Middle school students like to using micro lecture to learn physics, but the amount of the existing micro class resources is insufficient, and the quality is uneven. All these problems affect the wide application of micro teaching in junior middle school physics teaching, and also affect the effect of the use of the micro lesson.To solve the above problems, as the dominant physical teacher should be rational understanding of the micro lesson, and try to learn about the intension and features of micro lecture. Also teachers should know how to design and make excellent micro lecture, and make up the short comings of the present micro lecture. So it’s available for students to use and promote physics teaching. The teachers also master the principle of application of micro lecture, and choose the right micro lecture according to the class type, the knowledge, the time and the object. Teachers should use micro lecture rightly, and enhance the teaching effect with the maximum limit.The effect will be clear when teachers put the micro lecture into the junior physics, but there will be some disadvantages. After all, micro lecture is on an exploration stage, there must be some new problems and some new challenges, and further research is needed.