The Design And Application Of The Micro-course In The Review Of The Biology Examination In Junior Middle School

As Compulsory Education Biology Curriculum Standards(2011 Edition)puts it,emphasis should be placed on the detection of students' achievement of knowledge goals in the evaluation proposal.No doubt that the most common way for the detection of knowledge objectives is paper-pencil test.Through consulting the literature and related investigations,it is not difficult to find that the current review of biology still has such problems as multiple contents,single methods,and low review efficiency in junior middle school.Therefore,it is extremely important to design a good review program to help students understand important biological concepts,form a good knowledge structure,and finally achieve knowledge goals.Micro-course,as a new type of educational resource,has seen an upward trend in the application of review in other disciplines.However,there are few researches on the application of micro-course in biology review in junior middle school.For this reason,the author took the paper-pencil test in the curriculum standard as the entry point,and applied the micro-course to the junior middle school biology pre-exam review to improve the efficiency of the review before examination.Questionnaire in the paper indicated that most of the pre-exam review methods that teachers provided for students were text-related ones.Few teachers used audiovisual resources such as micro-course to review before examination.While if there are corresponding micro-course production conditions,most teachers were willing to use micro-class for review before the exam.In terms of students,due to such factors as lack of sleep,review content,and a single review method before the exam,their review efficiency was low.The advantages of micro-course in the form of novel content can be seen easily,among which viewing the micro course at any time can make up for the shortcomings of traditional review.Applying micro-course to junior middle school biology exams has certain necessity and feasibility for teachers and students.The author took the eighth grade mid-term midterm exam as an example to design and produce a pre-exam micro-course,and used the quasi-experimental method to apply the micro-course to the pre-exam review.The experimental results showed that in the two sets of quasi-experiments,the scores of paper and pen tests of the experimental students are higher than those of the control students,and one group also made a very significant difference,indicating that the micro-course indeed have a role in reviewing of the students' pre-exam.Further analysis indicated that micro-course have little effect on the scores of students in high groups;while students in the middle group got extremely significant results.For low group students,one group showed significant differences,the other group was no significant differences.Although the use of micro-course for pre-exam can not provide immediate results for students in each score segment,it has a significant value in half of the total number of students,and the overall performance of the experimental class has a certain increase.The author also found that most students tend to use micro-course for review compared with the traditional way of reviewing,especially micro-video can improve students' interest in reviewing of the students' pre-exam.The application of micro-course in pre-exam can improve students' test scores and review interest.How we better apply the micro-course to students' pre-exam review requires us to explore the use of educational psychology theory and classroom teaching practice in the future teaching constantly.It will not only improve the teachers' ability to use advanced teaching methods,but also help students improve their review efficiency.