Cases Study Of High School Biology Micro-lesson Instructional Design

Now we are in the age of rapid development of information technology,under the impetus of the "Internet +",information technology has been into every aspect of social life,people's life style,great changes have taken place in student's learning style is changing.In the field of education teaching,many researchers and front-line teachers combine education with information technology and try to make bold innovation in teaching and learning of students.Turn in this context,the classroom as a teaching model combined with Internet technology innovation,gradually accepted by teachers,turn micro class as a class to carry out the teaching resources in the process of the main present form,is becoming a hot spot of attention,small class teaching design to ensure that the reverse effect of classroom teaching effective.Based on the constructivism theory,cognitive load theory,blended learning theory and discovery learning theory as the foundation,using the method of literature,comparative analysis,case method and process of micro-lesson instructional design,design principle,characteristics and functions are analyzed,and on this basis,analyzes the four high school biology the advantages and disadvantages of small class teaching design.Finally,in view of the common problems in the design of micro-course teaching,some Suggestions on the design of micro-course teaching are given in combination with the previous theoretical research on the design of micro-course teaching.This study was to conduct the micro-lesson instructional design should include the analysis of teaching material,analysis,establish the teaching goal,establish knowledge difficult point,design the teaching ideas,teaching methods,technical support platform,design the teaching process and clear learning tasks,etc.In the design of micro teaching,the teacher should follow the principle of scientific and ideological content,life principle,practical principle,objective principle,the principle of highlighting and short principle,and fullyembodies the micro instructional design in close contact with the real life,pay attention to the characteristics of the comprehensive use of teaching media.Although micro class time is short,the present is the fragmentation of knowledge,when the instructional design was to pay attention to the integrity of the micro-lesson instructional design,also need to pay attention to the design of micro teaching content and teaching method innovation.In the design of micro-lesson teaching,the teacher should fully accomplish teaching material analysis and the analysis of learning,curriculum standards and students' actual learning combined with micro class of knowledge content,and according to students' knowledge and cognitive characteristics of clear,can achieve the teaching goal.On the design of the micro class presentation styles,to fully support platform analysis technology and teachers' information technology level,select the appropriate class record form,on the basis of ensure the scientific nature and knowledge to achieve reunification of the diversity,intuitive and fun.Good micro-lesson instructional design can effectively ensure the reverse effect of classroom in the class of students in the process of autonomous learning,classroom teaching to flip the classroom organization and lay the foundation of carrying out,this study will contribute to a high school biology teachers' better understanding of the process of micro teaching design,principle,characteristics and function,at the same time,through the analysis of the relevant case to promote the internalization and improve the theoretical knowledge,help teachers to better carry out small class teaching design,improve flip effect of classroom teaching.