Design And Application Of The Teaching Mode Of "Micro-lesson Tutoring" In High School Biology

With the profound changes in the country's basic education,the traditional injection-type teaching model can no longer meet the contemporary educational needs.The new curriculum standards require attention to develop the core qualities of students,and strive to promote the overall development of students.But for a long time,the teaching of biology education has focused on the teaching of knowledge,and there is still a lack of teaching students how to learn and develop their abilities.In order to solve the above-mentioned problems,this study intends to use micro-courses and tutorials in the chapters of Biology and Difficulties through the "micro-course guidance" teaching mode to help students learn before and after class,and explore and reflect after class.Guide step by step during the process.On the basis of reading a lot of literature,this study summarizes the relevant concepts of the micro-teaching teaching model and the design patterns and characteristics of the micro-teaching and tutorial project.On the basis of understanding the application status and other related issues,analyze the status of high school students' biological learning,and issue questionnaires to conduct feasibility surveys.Then,the relevant textbooks such as "Ordinary High School Biology Curriculum Standards(2017 Edition)" and the new biological textbook "Compulsory One: Molecules and Cells" are fully analyzed,and the cases suitable for "micro-course teaching" are selected.In the ADDIE teaching model Under the guidance of PPT,Camtasia Studio,Adobe Premiere and other software for editing,the micro-classes and tutorials that meet the characteristics of high school biological content and students' cognitive characteristics are produced.Finally,the students in the first grade of the author's internship school are selected as the research object,and two experimental classes and two control classes are randomly selected.Understand the learning situation,design a personalized classroom teaching plan,and use questionnaires,interviews,classroom observations,and comparative analysis to explore the application effects and existing problems in the teaching process of the difficult and difficult chapter "Cell Proliferation".Through the analysis of statistics,we have obtained the application effect of "micro-course instruction" in high school biology courses: 1.Under the "micro-course instruction" teaching mode,students' learning efficiency has been significantly improved.2.Students' self-learning ability is enhanced.3.Students' cooperation in the classroom is more active and active.4.The combination of micro-classes and tutorials helps to optimize the teaching effect.5.The students' interest in learning has greatly increased.The application of the "micro-course guidance" teaching model in the chapters of biological difficulties has achieved good results,but there are still certain limitations and deficiencies.The production process consumes a lot of energy,the high school curriculum is heavy,and students with weak foundations actively explore the poor results.These are still problems to be solved.It is hoped that the related research of this case can be used as a reference for relevant education researchers to explore the best application mode of the "micro-course instruction" teaching model and enhance its application value.