Research On The Application Of Micro-course In The Teaching Of Senior Chemistry In Mixed Teaching

Micro-course is the product of the development of information education era.It has fragmented knowledge,featuring short and precise,prominent theme,convenient use and strong target.The chemistry knowledge points are numerous and scattered.The high test questions have higher requirements for students' ability.After entering the third year,the students' test scores are not high,the interest in learning is declining,the review efficiency is low,and the teachers' teaching is boring and difficult to innovate.How to design and produce micro-courses and apply micro-classes to the third year of chemistry review has become a hot topic in current research.The purpose of this article is to study the practical effects of the application of micro-courses in the three-level chemistry review in mixed teaching.Through a large amount of literature research,we can understand the development status of micro-courses and hybrid teaching at home and abroad,based on the theory and practical experience of teaching.Based on the existing hybrid teaching model,and based on its own reality,the hybrid teaching application model of the third grade chemistry review is constructed.The basic components of the model include:micro-curriculum resources,platform and teaching evaluation.First of all,how to ensure high quality micro-courses?For the preparation of micro-curriculum resources,the front-end analysis is conducted through questionnaires to understand the characteristics of learners,learning,and learning needs.micro-courses are designed and produced according to scientific principles,and micro-curricular resources are difficult to follow according to knowledge.According to the survey results,each section of the knowledge is subdivided into "basic knowledge"micro-curriculum resources and“difficult knowledge”micro-curricular resources.All types of micro-curriculum resources are online resources,and the "difficult knowledge"micro-curriculum resources are the focus of the offline classroom.Students use micro-learning to learn autonomously online,and raise puzzles.Teachers lead teaching in offline classrooms,and teachers and students discuss together to resolve puzzles.Secondly,regarding the selection of online platforms,by comparing the functions of various platforms such as QQ group,WeChat group,website and APP client,combined with the learner's personal habits,the QQ group that the learner is familiar with is finally selected as the learning platform.Finally,regarding how to design teaching evaluation,this article conducts teaching evaluation from the aspects of learning effect,learning motivation,learning behavior,and recognition of teaching model.Taking the "organic inference topic review" as a case,This paper selects two classes with the same initial learning performance and motivation level as the experimental class and the control class,respectively,to conduct a comparison experiment based on the micro-learning mixed teaching and traditional review teaching.In order to study the practical effects of the mixed teaching mode,the article investigates the "student learning effect(study performance),learning motivation,learning behavior,and recognition of teaching mode".Through a set of test items with good reliability and validity,students'academic performance is analyzed.The changes of learning motivation and learning behavior of the two class students were compared through the adapted learning motivation scale and learning behavior scale.Learn about students' acceptance of blended teaching through an adapted recognition questionnaire and interviews.Studies have shown that this teaching mode is conducive to improving chemistry performance,learning interest,inspiring learning motivation,and improving learning behaviors,and most students can accept this teaching mode;however,this mode has a significant impact on student learning time and autonomous learning.There are high requirements in terms of ability and quality of micro-classes.In this practical research process,the author used MindMap to make mind maps,PPT production courseware,use screen recording and video recording to record a series of high school chemistry review special micro-courses,and used it for practice,and completed the following goals:improved high school review "student The status quo of"difficult to learn" and "teaching difficult for teachers" to improve students' academic achievement and interest in learning;improve their own information literacy and promote personal professional growth;enrich the school-based resource pool,and at the same time design and develop high school chemistry micro-courses Use for reference and reference;...