The Design And Development Of Information-based Resources In Biology Teaching Of Junior Middle Schools

Under the background of informatization,network information technology combines closely with our production and life in all aspects,education is an example.The education needs to face all the students and especially their all-round development according to the curriculum concept of our country,and the new curriculum reform puts emphasis on changing the learning style of learners and advocating that the students can learn by themselves.Uploading those bioinformatics teaching resources which have been designed and developed to the network for users to download and use themselves,has realized the good wish that as long as there are network devices,they will have access to the corresponding resources,which can also promote studentsundefined autonomous learning furtherly.At present,there is a lack of complete system and system research on the information-based teaching resources,so it is urgent to design and develop the informationbased teaching resources.Based on constructivism theory,associationism theory,deepening learning theory,mixed teaching theory and learning motivation theory,the author uses the literature research method,the design method and interviewing methodto study the design and development of information-based teaching resources in junior high school.The author analyzes the frontend of the design and development of information-based teaching resources,expounds the design and development of information-based teaching resources and the suggestions on their usage.On the basis of defining the concepts of information-based teaching and informationbased teaching resources,this paper analyzes the main processes,elements and functions of information-based teaching,and divides the teaching process into three stages:pre-class,inclass and after-class,and analyzes four elements including teachers,students,teaching resources and the platform.In order to design scientific and practical information-based teaching resources,on the basis of analyzing the characteristics and design and development principles of biological information-based teaching resources in junior middle schools,the author thinks that the information-based teaching resources should be systematic,intuitive,interactive,interesting and open,and also should be guided by theoretical guidance,goaloriented,task-oriented and exercise consolidation principles when they are being designed and developed.The author mainly designs and develops the resources of the first part of "Green plants in the Biosphere" of junior high school biology,"the Life of Green flowering plants",and summarizes the results of the first part of the study.Combining with the understanding and suggestions of the front-line teachers on the information-based teaching resources,combiningwith the design and development of the teaching resources of the predecessors,the author will mainly describe the design and development of the teaching design,PPT,micro-video,hierarchical exercises,autonomous learning task list and mind map.The main steps of the design and development process include front-end analysis,goal setting,resource design and development,and so on.The other resources are sorted out in the last step to ensure that teachers and students can have more convenient access to the required resources.Finally,through the three stages of pre-class,in-class and after-class,the author puts forward the corresponding suggestions on the use of the resources.In the pre-class stage,teachers need to prepare the relevant teaching resources,and provide the students with the autonomous learning task list used in autonomous learning,micro-videos and other resources.Teachers also need to require students to finish autonomous learning activities in accordance with the instructions of the autonomous learning task list;In the in-class phase,teachers can selectively use the corresponding PPT,and provide students with more basic questions exercise resources and less difficut questions exercise resources.In the post-class stage,teachers provide students with relevant promotion exercises,thinking maps,and so on,to furtherly promote students undefined learning.