Research On The Instructional Design Of Biology Teaching In The Senior Middle Under The Micro-class Background

With the advent of the micro era,micro-age products such as We Chat and micro-blog have entered the daily life with their strong impact and shock.Nevertheless,as a means of teaching micro class gradually accepted by middle school educators in China,the characteristics of micro cultural information transmission because of its dapper,not only provide convenience for teaching,teaching devices has spawned.Micro lesson,as one of the products of the micro era,has been developing rapidly in a short time.It has become a hot topic in education and teaching research.The rise of micro lesson is concerned and loved by educators and educators.Along with the educational concept of constantly updated,micro class has gradually become good teaching means,to become a new means of teaching,leading the education and teaching progress,this paper based on the practice of senior high school biology required 2 "Genetics and evolution" module as an example,research on micro teaching design in Senior high school biology course background.The core sense of micro lesson is presented in the shape of micro video.The biggest difference between micro lesson video and traditional video is that the design of micro lesson video is learner centered,and can refine and construct a learning point.And micro lesson video with the characteristics of visible and audible,the sense of hierarchy has more knowledge of sculpture space three-dimensional effect in this process also indirectly transformed the traditional lack of classroom knowledge to establish three-dimensional defects,effectively avoid the students' cognition of the theory of plane structure and fantasy,and teachers to teaching in a key or the difficulty to micro lesson video presentation to the students,so that students can help to understand and cognition through repeated viewing of micro lesson video,and is not limited by time and place,here reflects the extensive micro lesson and practicalway to break the traditional classroom single through the classroom 45 minutes to impart knowledge.Not only enrich the teaching devices,improving the efficiency of classroom teaching,but also effectively alleviate the students learning difficulties,improving the quality of teaching.The high school biology subject is affluent in content,wide in knowledge,with strong abstraction and difficult to understand by students.Provided a teacher merely adopts a simple way of presenting knowledge,students will feel boring.That's the problem that high school biology teachers are having in teaching design.Provided that this difficulty is not effectively solved,high school biology classroom teaching will be difficult to achieve the best.Nevertheless,the advent of micro class can help lectures settle the dilemma of instructional design.It is not denied that micro lesson has the function of efficient auxiliary teaching.Nevertheless,just micro lesson is far from enough.Under the background of micro lesson,how to design high school biology teaching is essential to establish the best biology class.Based on the study of biology curriculum standards and syllabuses in senior high school,this study takes compulsory course 2 as an example to integrate micro-course into teaching class.Furthermore the teaching design under the background of micro-course is studied in order to provide a theoretical basis and practical reference for educators and to truly realize the high-efficient classroom of senior high school biology.This is the value of the practical research of this subject.This dissertation is divided into 6 chapters.First,the first chapter is the introduction,which mainly introduces the origin and background of this study,and summarizes the relevant research on micro class and teaching design at home and abroad.The second chapter mainly defines the concept and expounds the theoretical basis of this article.The third chapter and the fourth chapter are the key points of this investigation.It mainly analyzes the feasibility of the application of micro lesson in biology teaching in senior high school,and expounds the specific implementation steps of high school biology classroom instructional design under the background of micro lesson,and carries out practice.In the fifth chapter,we systematically analyze the results of experimental teaching through experimental comparison,and draw the conclusion that micro teaching helps optimize teaching design and significantly improve classroom teaching efficiency.The sixth chapter is the conclusion and reflection of this study,and gives the opinions and suggestions of individual to the teaching of micro class.Research conclusion: in the biological classroom teaching,under the auxiliary role of micro lesson,it can help lecturers optimize teaching design,and also set aside time for educators,enriching classroom teaching mode.Additionally,it can also cultivate learners self-learning competence.From the perspective of practice,teaching design under the background of micro class can provide answers for students to answer the question,promote students' academic performance,improve students' learning efficiency,and promote high school biology classroom to be brilliant and efficient.