The Research On Design And Application Of Micro-class Of Biology Experiment In Junior Middle School

In recent years,the rapid development of information technology and network technology has provided a feasible basis for the development of micro-class,a new type of educational resource.Micro-class rises relatively early in foreign countries,but it is still at a preliminary stage of development in China.Though the study of micro-classes is in full swing domestically nowadays,the quality of micro-classes is still uneven and unsatisfactory.The existing resources of micro-class for junior middle school biology experiments are difficult to meet the needs of daily teaching work.Based on previous studies of micro-classes,this article focuses on the study of the design and application of micro-courses for junior middle school biology experiments according to the features of the cognitive development of junior middle school students and the characteristics of junior middle school biology experiments.Besides,an empirical study is also conducted in this research,where the micro-classes designed and produced by the author are put into used in junior middle school biology experiment teaching.In the article,the author elaborated on the background of the topic proposed,the research status of micro-class at home and abroad and the problems in the existing research.The literature research method,investigation method and education experiment method are selected as the research methods of this article,and according to the objectives and significance of the research,the corresponding research ideas are put forward.Through the analysis of the concept of " micro-class " in the existing literature,this paper proposes the definition of " micro-class".At the same time,the relevant definition of "experimental class" is also defined.In the design of micro-class,the author uses the theory of constructivism,cognitive learning,and diminishing marginal effect as the theoretical basis,and analyzes the issues that should be paid attention to in the design and production of micro-classes.On the basis of analyzing the characteristics of the cognitive development of junior middle school students and the characteristics of junior middle school biology experiments,the author also develops a design principle and a production model for micro-classes of the junior middle school biology experimental class.In this paper,a recording-based production method is selected,and the methods of recording and editingvideos by two software,oCam and Camtasia Studio 9.0,are introduced.Following the established principles and models,the author designed and produced three experimental micro-classes,"Practice using the microscope","Respiration of green plants " and "Exploring the environmental conditions of seed germination",which are viewed as the representatives of Student Experiments,Demonstration Experiments and Exploratory Experiments respectively.Meanwhile,the contents of the micro-teaching case,the micro-study case,and the micro-video are presented in the form of charts,and the teaching design of each is conducted separately.The research takes two classes of grade seven students from Xinhui Oversea Chinese Middle School as the research subjects.During the research process,the differences between the biological experiment ability and the biological experiment theory knowledge level of the students in the experimental class and the control class are examined after completing the tasks listed on two sheets.After that,the evaluations on the micro-classes designed by the author are acquired based on the student and teacher interview feedback.Through analysis of the data collected,it is concluded that the micro-classes designed by the author are overall good,but there are still deficiencies;Applying micro-classes to experimental teaching of junior middle school biology can significantly improve students' experimental ability and improve teaching effectiveness.