| This study is based on teachers and students’ demand for instruction animation,trying to apply Piyingke in biological teaching of junior high school,in order to improve students’ biological learning interest and solve the problem of teacher’s self-made instruction animation.This paper is based on the multimedia cognitive theory,cognitive load theory,constructivism learning theory,audio-visual education theory,using literature method,experimental method,survey research method,observ-ational methods,study the students of the grade two in Kunming No.12 middle school and the grade one of Lincang No.1 middle school.Firstly,this study summariz-es the principle and process of Piyingke animation production;Secondly,this paper investigates studengts who are a tatol of 154 students from grade two in Kunming No.12 middle school and 201 students from grade one of Lincang No.1 middle school,in order to understand the students’ biological learning interest,learning ability and acceptance of animation to explain knowledge,so as to choose the experimental class and comparative class;Then,Teacher use Piyingke animation to assist teaching in class(4)Kunming No.12 middle school,Students use Piyingke to review a chapter of biology and biosphere in class(7)Lincang No.1 middle school.Finally,the implementation effect was measured by questionnaire survey,test and classroom observation.The results are as follows: Based on the application of Piyingke in biology teaching in junior high school,The students’ interest in biology has increased dramatically.The students in the experimental class have significantly higher academic performance than the control class,and the Piyingke has the ability to improve students’ academic performance.Based on the questionnaire analysis of students in the experimental class,it can be seen that the Piyingke has the function of helping students to understand difficulties,memorize knowledge and concentrate attention. |
PDF Full Text Request