Research On The Production And Practice Of High School Biology Micro-class Based On Constructivism Learning Theory

In recent years,micro-lessons,as a short time,intuitive,diversified and convenient teaching means and learning resources,have developed rapidly in many countries.High school biology are characterized by multiple contents,abstract knowledge and strong systematicness.By deeply combining micro lessons with high school biology and using the advantages of micro lessons to express abstract micro knowledge in biological subjects in concrete and intuitive forms,it is conducive to improving teachers' teaching effect and promoting students' mastery of knowledge.However,how to complete the design,production and practice of micro-lessons under the guidance of classical education theories,so as to make them more consistent with students' cognitive rules,stimulate students' interest in learning,and improve students' cognitive ability and learning effect is an urgent problem for first-line high school biology teachers.According to constructivist learning theory,learning activity is a process in which learners take the initiative to select,process and process external information according to their existing knowledge and experience,so as to internalize their own experience.It advocates respecting students' status as learning subjects in teaching,creating a relaxed and pleasant teaching environment for students,and promoting students' active construction of new knowledge.Therefore,the production and application of micro-lessons under the guidance of constructivism learning theory is in line with students' cognitive rules,and has important theoretical significance and practical value for exploring the integration of high school biology classroom reform and education informatization.Based on the constructivism learning theory,this study deeply analyzed the characteristics of biological disciplines,constructed the production system of high school biology micro-course from the aspects of design principles,designed methods and case analysis,and conducted comparative experiments.The results are as follows:(1)To understand the design and application of high school biology micro-class through questionnaire survey,interviewed and other methods.Questionnaire statistics showed that 85.2% of high school biology teachers had a preliminary understanding of micro lessons.The use of micro lessons mainlyfocused on explaining important and difficult knowledge,introducing new lessons,reviewing knowledge and demonstrating experiments,among which the use of micro lessons was the most used for explaining important and difficult knowledge.56.4% of biology teachers had used micro lessons,but most of them only occasionally.Only 21.5% of biology teachers could make their own micro lessons.Through interviews,it was found that most teachers did not have the technology and skills to make micro lessons,and couldn't make micro lessons play their due role in high school biology teaching.(2)the lesson on the analysis of the high school biology characteristics and micro features,on the basis of constructivist learning theory,,discussed the production of micro high school biology class problem,from the design principle,design method and design process,construction of high school biology class development system.Under the premise of fully respecting the principal position of students and the guiding role of teachers,the learning situation should be created according to the actual teaching needs.At the same time,the design and production of micro-lessons were carried out on the premise of following the principles of practicality,simplicity and flexibility.Study selected three passages in the high school biology course,completed the material transmembrane transport way,among the green pigment extraction and separation experiments ","the main source of ATP-cell respiration" three micro lesson,lesson in the production,the use of virtual simulation experiment of recording,stop motion animation,such as technology,built a good teaching environment in many ways,stimulated students interest in learning,guided students to active learning and construction of knowledge.(3)Experimental research.Through the contrast experiment between the experimental class and the control class,the teaching effect was evaluated from the aspects of academic performance,learning interest,behavior performance(answering questions actively,handing in homework,etc.).The results of the experimental class were better than those of the control class.Taking the teaching implementation of case 1,2 and 3 as an example,the scores of students in the experimental class were 1.94,1.81 and 1.98 points higher than those in the control class(with a total score of 30 points).The pass rate of the experimental class were 28%,16% and 12% higher than that of the control class.After the implementation of micro-class teaching,students' learning interest and learning initiative could also be significantly improved.The average score of learning interest of the experimental class was 6.48 points higher than that of the control class.Through interviews with teachers and students on the implementation effect ofmicro-class teaching,the enthusiasm and initiative of students in the experimental class were fully mobilized,and they actively cooperated with the teaching work in class.More teachers are willing to participate in the design and production of micro-lessons and actively popularize them in the teaching process,thus playing a powerful role in promoting the development of high school biology teaching reform.