The Establishment And Exploration Of High School Biology Micro Video Teaching Method In Cultivating Students’ Independent Innovation Ability

With the support of modern science and technology,the function and quality of mobile terminal service equipment products have been improved,the number of micro-video has increased,and it has been used in the field of education,forming a boom in the use of micro-video teaching.However,the micro-video teaching method has been put forward and applied in the educational circles for a short time,and it has not been popularized and popularized yet.It needs further research and improvement.Based on the cultivation of students’autonomous learning ability and the study of high school biology classroom teaching,this paper conducts practical research on the innovative practice mode of micro-video resources in high school biology teaching.By means of literature research,investigation research and action research,this paper expounds the basic connotation and characteristics of micro-video,and explores the innovative application of micro-video in high school biology teaching curriculum.In order to truly understand the development needs of students and the application status of micro-video resources in biology teaching in senior high schools,this paper takes a senior high school in Taizhou City of Jiangsu Province as the research object,and makes an analysis from the following three dimensions with questionnaires:students’interest in biology;the basic situation and development needs of students’ learning styles;the work of micro-video teaching in cultivating students’self-learning ability.Use.In order to implement the teaching method of micro-video,it is necessary to obtain micro-video and construct micro-video library through various ways.And the micro-video is classified and processed,so that knowledge points and micro-video can be effectively connected.This paper puts forward the innovative teaching method of "micro-video",namely "three-link,four-course and five-step guidance".Through the process of "pre-class preview,in-class inquiry and after-class development",combined with the teaching links of "pre-class autonomous learning detection,cooperative inquiry,teacher-student discussion,promotion,analysis of typical concepts,construction of knowledge framework,in-class detection,consolidation and expansion",teaching research is carried out in four types of lessons:basic courses,experimental theory courses,extended courses and applied courses.In order to know whether the micro-video teaching method of "three-link,four-course and five-step guidance" is really effective in cultivating students’autonomous learning ability and how effective it is,a comparative experiment was conducted.In addition to the experimental class teaching design using the corresponding training micro-video teaching methods,the rest of the teaching and practice are the same as the control class.Through the use of questionnaires for testing,and the cultural performance of the initial and mid-term examinations were analyzed and compared.The results showed that after half semester of experiment,the students’Biology scores in the experimental class with micro-video teaching were significantly improved.Especially in the 40-50 score section,the number of students decreased by 6.4%,while the number of students in the 50-60 score section increased by 13.7%,and the number of students in the above 60 score section increased by 4.7%;while the students in the control class still using traditional teaching method increased by 50-60%.The score decreased by 0.9%,but increased by 9.9%in 40-50 and 1.1%in more than 60.The self-regulated learning ability of the experimental class and the control class was investigated by questionnaires.The self-regulated learning ability of the students was evaluated from the four dimensions of "goal determination ability","task completion ability","strategy application ability" and "learning reflection ability".The results show that compared with the pre-test,the ability of target recognition of students in the experimental class increased by 13.5%,and that of the control class increased by 3.9%.In terms of task completion ability,the experimental class increased by 21.4%and the control class increased by 6%after the implementation of the corresponding teaching method.In terms of strategy application ability,the experimental class increased by 19.3%in understanding knowledge and building knowledge framework,while the control class decreased by 3.8%.73.1%of the experimental class students believed that micro-video teaching method was helpful for in-depth learning,compared with 32.7%of the control class.In terms of learning reflection ability,the number of experimental classes increased by 26.3%,while the number of control classes did not increase significantly.Therefore,the micro-video teaching method of "three-link,four-course and five-step guidance" can train students to study independently and think independently.It can help students to master subject knowledge,improve their thinking and attention,and can greatly improve the autonomous learning ability of most students in the class.At the same time,it can simultaneously improve students’examination results.