Application And Practice Of Micro-lesson In The Biology Experimental Teaching In High School

With the rapid development of information technology,information technology has penetrated into all areas of society.Information technology has a revolutionary impact on education development.Combining information technology with educational activities is the only way for educational reform.The flipping classroom is the result of the combination of information technology and educational activities.As the most important teaching resource presentation form in the flipping classroom teaching mode,micro-lesson-curriculum has attracted extensive attention from the education community since its introduction into China.High school biology experiments mainly cultivate students' basic experimental operating skills,creative abilities,cooperative inquiry skills,and cultivate talents who can promote the development of biological sciences.However,due to constraints such as college entrance examination pressures and restrictions on biological time,high school biology experiment courses did not play their due role.Combiningmicro lesson teaching with high school biology experiment teaching,and making the theoretical knowledge of biological experiments into micro lessons,students conduct independent learning through preschool classes through micro lessons,and students have more time to conduct experimental operations and use micro lessons.Its own advantages relieve the deficiencies in high school biology experiment teaching.This article systematically analyzes the current status of the development of micro-lesson-curriculum at home and abroad through the literature research method.After reading a large number of literatures and referring to the design and development of numerous micro-lesson-classes,this paper studies the teaching design and development of micro-lesson-classes and for mulates micro-lesson-curriculum teaching.In order to test the feasibility,effectiveness,and scientificity of the application of micro lessons in high school biology experimental teaching,the author used the PEP version of the senior high school biology textbook compulsory one,“Restoration of plasmolysis and plasmolysis” and “Observation of the apical sub-points.For example,two experiments of cell mitosis in the living area were conducted according to the teaching flow in the pre-session,mid-course,and after-school stages.In the pre-class stage,teachers conduct pre-experiments,design and development of micro-lesson-curriculum,and designate individual learning tasks.Students complete the micro-learning in accordance with the requirements of the self-study task list.In the middle of the class,the three processes of “teacherstudent exchange,experimental operation,and result display” are performed.After the class,teachers designed a series of questions to expand students' thinking,help students to deepen their understanding of the experiment and improve their application skills.After completing the teaching practice,the author conducted a questionnaire survey of the students of the two classes who participated in the practice and analyzed it in conjunction with classroom observations.The results of the analysis showed that the application of micro lessons to high school biology experimental teaching can be accepted by the vast majority of students in high school.microlesson-curriculum is applied in biological experiment teaching.There were more time for students to carry out experimental operations in class.The application of micro-lesson-curriculum has achieved better teaching results.However,there are also some problems in this practice.In response to the problems in practice,the author proposes a group cooperative learning method and publishes the micro lessons to the students one week in advance to ensure that each student can have the equipment,network,and sufficient time to conduct independent learning in the microlesson class;extend the time of the experimental class Through the design of two classes of lectures or the use of self-study classes,the students who organize experimental results are not ideal to carry out the second experiment;before the experiment class,the “Mr.Xiao” training link is added to ease the problem of inaccurate teacher guidance.This study provides certain references for high school biology teachers to develop micro-lesson-teaching or organize biological experiment teaching.