Research On The Application Of Micro-class Teaching Strategy Based On Concept Map In Senior Biology Review

Since Hu Tiesheng first proposed the concept of "micro-class " in China in 2011,the micro lesson has been gradually concerned by educational scholars and teachers in China.As a product of the combination of modern educational information technology and traditional teaching means,micro class attracts many educators and teachers to study the application of micro courses around the fields of primary and secondary schools.How to integrate micro teaching in biology classroom teaching has become a hot topic in the field of biology teaching.Biology review is an important part of biology teaching.It plays an important role in learning and consolidating biology curriculum.However,the subject of biology involves many concepts,principles,and fragmentary,and how to integrate and sum up the numerous and scattered biological knowledge in a shorter review time.How to make biology review class no longer boring,and then arouse students' enthusiasm for biology review class? Concept map,as an effective strategy of meaningful learning,can present teaching contents very well,which is an effective tool for revision.At present,the text,pictures,dynamic small video and so on are used as the content of the micro class video,but little or even the concept map is not used as the content of the micro class video.Therefore,this topic will study the application of concept map as the content of micro lesson video in high school biology review,so that concept map provides new tools and paths for high school biology review class micro class teaching.This subject used the methods of literature research,investigation and research,education experiment and statistical analysis,and constructs the specific path of the micro lesson teaching strategy based on concept map in high school biology review,and taked the students of high one(7)and(8)classes in Nanning foreign language schools in Guangxi as the research object,and selected two cases.Specific path was applied to carry out practical research to study whether this strategy could help students improve their academic performance after applying high school biology review class.Through the experimental study,the following experimental results were obtained: first,the average achievement of the experimental class(Class 8)was significantly higher than that of the control class(Class 7)that did not apply the review strategy in the high school biology review course after the application of the concept map based micro lesson review strategy,and the experimental class were increasing with the experiment time.The scores in the class were more and more significant.Second,after using the concept map based micro class teaching strategy,the experimental class had improved the understanding of the concept map,the interest in the concept map,the understanding of the systematic knowledge of biological knowledge,the interest in the review of the micro lesson,and the willingness to review the micro class using the video content for the concept map.Therefore,the author drew the following conclusions: first,the concept map based micro teaching strategy could effectively help students to clarify the internal logical relationship between the concepts and the knowledge points in the process of building the concept map,and help students to grasp the background of the knowledge points effectively and deepen and understand these knowledge.Second,the micro class teaching strategy based on the concept map could effectively improve the students' academic performance,and the longer the students used the strategy,the more significant their academic achievements were.Third,the micro class teaching strategy based on the concept map could effectively improve the students' literacy level.The students watched the video content for the concept map repeatedly in the spare time,constantly strengthening the memory and further consolidating the knowledge.In order to further improve the conclusions of this study,the author proposes the following suggestions.First,the application of micro-course teaching strategies based on concept maps to the biology review class should ensure that there are sufficient experimental periods and that students' learning initiative can be mobilized.Second,the experimental design should be more rigorous,that is,using a variety of assessment methods,in addition to compare the experimental class and the control class test,monthly exam,and the final exam,whether there is a significant difference in biological performance,but also in each implementation of the teaching after the strategy,students are asked questions in time to compare whether there is a significant difference between the experimental class and the control class.Third,while teachers and students use this strategy for teaching and learning,they also need to constantly apply other teaching methods or strategies to assist teaching and learning in order to achieve more effective teaching effects.