A Study On Applied Strategies Of Micro-class To Promote Junior School Students' Conceptual Change In Information Technology

In the current educational mechanism of our country,classroom learning is the main form of students'learning.The concept change reveals the process and mechanism of meaningful learning,and provides a new research perspective for the occurrence of efficient classroom learning.As a new type of teaching resource,micro-class has become more and more advantageous in the classroom.Therefore,this study uses the Conceptual Transformation Test tool to test the pre-concept situation of information technology in junior high school students,and based on this,taking micro-class as the teaching means of concept transformation,this paper probes into the application effect of micro-lesson in concept change teaching,and puts forward the strategy of micro-course application to promote concept change,so as to improve the efficiency of classroom learning.Based on the theoretical basis of conceptual transformation,this paper divides conceptual transformation into three stages:pre-concept detection,cognitive conflict,and misconception resolution.Through the analysis,it is found that the former concept of information technology exists generally in junior high school,but there is also room for improvement,the teaching of concept change is mostly based on teachers'simple preaching,and Few papers use micro-class as a concptual tool for conflict and transformation.Therefore,this study selects the representative knowledge points of the subject,makes use of the general second-order questionnaire and interview syllabus to survey the concept of the students in four classes of grade seven.Through data analysis,five kinds of pre-concept types are concluded:conformity with science,imagery inference,conceptual confusion,generality and life experience,and the questionnaire was perfected into the second-order multiple choice questionnaire to be used to verify the effect of teaching intervention.Combined with the theoretical basis and the results of the survey and analysis,the teaching strategies of conceptual transformation which lead to cognitive conflict and solve misconceptions are used to guide the design and manufacture of micro-class,to implement teaching interventions.By analyzing the significant difference in the scores of concept test questionnaire before and after teaching,the effect of applying micro-class to concept change teaching is obtained.Based on the above research,the author finds that the use of micro-class under the guidance of conceptual transformation strategy can significantly promote the change of concepts in classroom learning.Although there is no difference in the effect of micro-class teaching with different stages of concept change and strategy design,but for the knowledge points before the types of"superficial inference"and"life experience",the teaching effect of micro-course which causes cognitive conflict is better,the micro-class to solve misconceptions are more conducive to conceptual change in the category of,"generalizing".Finally,this paper summarizes the applied strategies of micro-lesson to promote conceptual transformation,and provides the research reference value for the classroom teaching of micro-lesson to promote conceptual transformation.