The Production And Practice Of Middle School Chemistry Micro-course Based On Constructivism Theory

Micro-course is characterized by short and refined,diversified means and convenient.In recent years,it has been widely used in education teaching and has gradually been favored by scholars and education workers.Middle school chemistry discipline is based experiment,the chemical knowledge is scattered,various,and some knowledge is relatively abstract or microcosmic,so students have a heavy study load.Combine middle school chemistry with micro class,which can crystallize the abstract chemistry knowledge and make the microcosmic chemistry knowledge macroscopical by the advantages of micro-course,is conducive to the improvement of learning quality and teaching quality.The constructivism theory advocates that the learning of knowledge is the process of the learners actively understand,process and assimilate knowledge on the basis of the previous experience and specific teaching activities.Student is the center of teaching,teachers should create appropriate situations,use sophisticated means and guide students to promote students' memory and construction of knowledge.As a modern teaching means,micro-course is not out of learners' demand and its design and production is under the guidance of constructivism theory,that can play a positive role in the construction of student knowledge and can promote students' effective learning of chemistry knowledge.This paper is based on the constructivism and under the guidance of the theory of the multimedia learning,multiple intelligence and microlearning,combining with the characteristics of chemistry subject,discusses the design principles and methods of the micro lesson,make specific teaching cases and carry out comparison experiment.1.Through questionnaires,interviews and other methods to investigate micro class' design and application of middle school chemistry.Analysis showed that 95.3% of teachers think micro-course is benefit to the improvement of students' learning interest and initiative.The use of micro lessons is focus on micro or abstract knowledge,experimental demonstration and review,especially the micro or abstract knowledge.76.2 percent of the chemistry teachers in the teaching process have used micro class,and most of teacher use it occasionally.It shows that most teachers think micro class can deepen students' understanding and promote the difficulty knowledge learning,especially the abstract or micro knowledge learning.Most teachers use micro class less frequently in chemistry teaching.Only 12.6 percent of teachers can make micro courses by themselves,and most teachers lack the technology to make micro-courses.The design and production of micro-courses is lack of systematicness,and they cannot effectively use micro class in the process of chemistry teaching.2.This paper discusses the design principles and steps of chemical micro-course under the guidance of constructivism in combination with the characteristics of chemistry and micro-course.In the design of micro chemical class,we should pay attention to the guidance of constructivism and multimedia learning theory,without neglecting the learners' status and teacher's guide,attach importance to the creation of situation and the utilization of means,at the same time carry on the design under the guidance of practical principle,compact principle and flexibility principle.In the design of micro class,taking plenty means and some modern technology,such as virtual simulation animation,virtual experiment,stimulating students from multiple channels can promote the improvement of students' learning interest,guide students to learn and assimilate chemistry knowledge energetically.3.In this paper,regarding PEP chemistry in Senior One as an example,design the case of chemical micro-course based on constructivism theory,"Electron layer"," Thermit heat reaction","Review of silicon and its compounds" and "Secrets of karst cave".In the design,take students as the center,taking into consideration the existing experience basis of students,use abundant means to set the appropriate questions and situational activities to guide students' active construction of knowledge.4.Select the experimental class and the control class,conduct the comparison experiment,and evaluate the practical effect through achievements,learning interest,class performance,etc.According to the data,the average grade of students in the experimental class was significantly improved.For example,the average score of the experimental class was 3.099 and 4.530 points respectively higher than that of the control class after the implementation of case 2 and 3.At the pass rate,the grade of the experimental class is significantly higher than the control class.For example,after the implementation of case 2,the pass rate of the experimental class increased by 15.36% compared with the control class.Through the practice of micro-course,the learning interest and initiative of the experimental class have obviously improved.The average interest of the experimental class was 3.020 points higher than that of the control class.Interviews with students and teachers showed that experimental classes of students learning initiative improved significantly,classroom performance such as answering questions was more positive.Teachers are willing to take the initiative to study related technologies,from the perspective of the learner,and try to make micro-course by themselves.The improvement of students' interest and grades is due to the combination of middle school chemistry and micro class,especially it could crystallize the abstract chemistry knowledge and make the microcosmic chemistry knowledge macroscopical that can promote students' effective learning of abstract or microcosmic chemistry knowledge,and also benefited from the guidance of constructivism theory,which use multiple channels to stimulate students and promote the students' memory of knowledge processing and assimilation.