| The new curriculum standards of middle and high school biology were different,middle school textbooks were given priority to with the basic knowledge,in which the contents were easy to understand,while high school textbooks emphasize the systematic knowledge from the students' thinking,and the difficulty were increased on the content,and the knowledge was abstract to understand,which leading to students' difficulty in adapting to high school.Limited by the teaching conditions in middle school stage,the knowledge in which students should master were not firm,and their interests in biology were not strong,so they had forgotten many knowledge points after entering high school,in addition,if they have no right way to learn it,they would lose confidence in biology.So cohesion primary and high biological knowledge was very necessary.At present,there were some researches on the teaching methods of biology cohesion in high school,but the limitations and cases was fewer.As a new form of teaching,Micro-lecture can help students consolidate the knowledge,establish contact between middle and high school biology and cultivate their learning interests,and help them form good study habits.However,most of the relevant studies analyzed the application of micro-lecture in teaching from the theoretical side which was lack of practical proof,so in this study the form of micro-lecture could be used to explain the convergence point of middle and high school to help students complete the transition of biology and do a good job in the convergence between the middle and high school biology.Literature method,questionnaire investigation and practice research were dopted in this research.and the problems on the linkage of middle school and high school biology from the perspective of the new curriculum standards and the current situation of middle and high school biology teaching were analyzed by us.Based on the characteristics of biological sciences and micro-lecture application cases we set four micro-lecture models: “Review before class” can help students review the middle school knowledge and,do some stretches based on that,to adapt them to use on the high school biology study;“the introduction of the new course” in the classroom before teaching new course,as a lead-in link,which could attract students' attention to develop their interests in biology;“practice and consolidation” is to do some review of the knowledge of middle and high school,which consolidate knowledge through practice;“extension after class” extended the contents which is mainly to cultivate students' interest,and to deep understanding of the knowledge,training the students' self-confidence in biology.In order to test the application effects,in accordance with “Learning Autonomy Scale of Middle School Students”,which made by Weiguo Pang,the questionnaires were srt up before and after test for knowing about the autonomous learning situation of high school students.In practice study,four parallel classes of Daye No.1 High School in Huangshi were selected to do teaching experiments.First,the middle and high school biology learning situation(pre-test)were investigated,and then selected 2 classes for a semester of teaching experiment,and finally investigated learning situation of the 4 classes of students(post-test).The study situation through the analysis of academic record were contrasted,and the effects of micro class teaching on the students were analyzed.Through quantitative statistics,the micro the grades of students were verified who received micro course improved faster,their study habits and learning method were better and their interests in learning biology were stronger.Micro class application had a certain effect on linkup of middle and high biological knowledge. |
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