Practice And Study On Microlecture In High School Biology Inquiry Experimental Teaching

With the deepening of the new curriculum reform,China’s education attaches more and more importance to the cultivation of students’ core literacy,of which the cultivation of scientific inquiry ability is an important link.Inquiry-based experiment is an effective means and way to cultivate students’ scientific inquiry ability.However,factors such as the pressure of college entrance examination and the teaching hours of subjects restrict the development of biological inquiry-based experiment in senior high school,and the curriculum of biological inquiry-based experiment in senior high school has not played its due role.This article micro combined with exploratory experiment teaching high school biology class,the design and construction of the zetetic experiments in the molecular and cellular module of lesson,lesson will focus on micro stage applied to preview before class to assist teaching,further raises the student science inquisition ability and the design of experiment ability,at the same time provide more time to teaching experiments.This paper adopts the methods of literature review,experiment and investigation.Firstly,through literature review,the author summarizes the definition of micro lesson and exploratory experiment,and summarizes the general methods and steps of making micro lesson.Next,the author carries out preliminary analysis on the teaching of high school biology inquiry-based experiment fusion micro-course.The third step is the teaching practice of micro-class and inquiry-based experimental teaching.In the end,the paper and pen tests were used to investigate the students’ use of micro classes and their experimental ability.The questionnaire indicates that micro-class assisted biology inquiry-based experimental teaching in high school is helpful for students to learn independently and master and understand experimental principles.