| The digital interactive laboratory is a computer-based lab which consists of many biological digital microscopes and other auxiliary equipment such as passport transducer used to assist the biology experiment teaching.Based on the relevant teaching experience at home and abroad,this paper discusses the strengths and weaknesses of the application of the digital interactive lab in high school biological experiment teaching,and develops the instructional designs of micro experiments required in the new curriculum reform.The introduction of both the digital interactive system and the passport data collection technology into the high school experiment teaching projects enables the experiment results more efficient,visual and quantitative.The data collection ability and the powerful computer software processing functions help students to record the fleeting microscopic world exactly,changing the qualitative experiments into quantitative experiments.In the first experiment in high school curriculum “The variety of cells under the microscope”,the teacher can use the equipment in the digital interactive laboratory to monitor the images appearing under the students’ microscopes,thus making the class assessments more comprehensive and accurate.In the“Observation of the flow of chloroplast and cytoplasm” and the “Production and observation of root tip mitosis simple loading film”,the digital microscope camera and video recording function make the phenomenon more clear and facilitate the communication between the teachers and students,stimulating their learning interests.In the experiment “Plant cell water absorption and dehydration”,the use of the lab can make students use various experiment materials and collect data in time,making the experiment content more substantial.In the experiments of “The exploration of the way yeast cells breathe”,“The factors that influence the enzyme catalysis’ specificity,high efficiency and activity ”,“Organisms to maintain pH stability mechanism”,the use of the technology change the qualitative experiments into quantitative experiments,improve students’ data analysis ability and enhance students’ scientific thinking quality.The investigations and interviews of some provincial standardization schools in Yantai indicate that the actual utilization rate of digital interactive laboratories is generally low.The main reason lies in most high school teachers don’t know how toutilize the lab to carry out the experiments;there is a lack of proper instructional designs in the current high school experiment textbooks which can be matched with the digital interactive lab;the teachers find it very hard to develop the instructional designs by themselves.With the experience of Shanghai,the solutions to the above questions are as follows: first,strengthen the training of teachers so as to add their familiarity to the equipment.Second,provide some mature and successful teaching cases in order to let teachers from simply copying the experiments to developing new experiments.Third,give teachers enough support and encourage them to be brave to try.Don’t be afraid of making mistakes or causing damage to the equipment.Only in this way can teachers get rid of their major concern.Owing to the advanced technology and students’ limited foundation,the teaching process should focus on teaching students how to operate the equipment instead of understanding its complicated working principle.The integration of modern education technology and the high school biology experiments makes the teacher use diverse teaching methods to teach substantial contents,stimulating students’ enthusiasm and initiative,cultivating students’ innovative spirit and improving students’ practical ability.In addition to the use in bio-experimental teaching within the curriculum,the digital interactive lab can also be applied to the extra-curriculum experiments.We need to further explore its uses and sum up experience in the long-term research. |
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