Research On The Development And Application Of Biology Micro-Class In High School

With the continuous development of information technology,the "micro-age" has come,video teaching,webcast classes and other forms of online courses through mobile phones,computers and other mobile terminals have been presented.Micro-class as a new type of learning resources is more and more popular with students.Micro-classes have a strong targeted,with "short","small","fine","tough" characteristics,more kinds can meet the learning needs of most students.How to develop different kinds of micro-classes and apply them to high school teaching,so that more teachers and students benefit from micro-classes need further research.This paper combs and studies the relevant literature at home and abroad through the method of literature analysis,understands the current situation of development at home and abroad,and after fully mastering the relevant concepts and characteristics of micro-classes,researches the micro-class works of other micro-class researchers through case study method,and develops a series of micro-classes for teaching practice.According to the experience of developing micro-courses,we summarize the design principles of micro-classes and the development and production process of three types of micro-classes,which introduce classes,break through difficult categories and explain topics,and summarize the results as follows:First,micro-class design should follow the principle of student-centered,teaching objectives as the center principle,appropriate and appropriate principle,practical principle sittin as the basic principle of micro-class development.Secondly,the development process of three types of micro-classes is put forward.(1)The development process of import class micro-courses: pre-analysis,selection of import methods,micro-course design(lesson plan,script development),the selection of import methods is the key to import class micro-classes,according to teaching content and student characteristics to choose the appropriate import method is the premise of high-quality import class.(2)Break through the re-design development process: pre-analysis,breakthrough difficult ies of the strategy method,micro-class design,micro-class design(lesson plan,script,student self-study list)heavy difficulty class micro-class to break through the difficulties as the main goal.(3)The development process of the micro-class instruction: pre-analysis(selection,problem-breaking,problem solving,chain problem),micro-class design(lesson plan,problem testing,script),pay attention to the topic selection is the premise,problem-breaking,problem solving is the key,chain problem is sublimation,in addition,should also pay attention to the method and skill summary.Finally,by analyzing the application effect of micro-courses in high school biology teaching,sum up experience and shortcomings,understand the problems faced by micro-courses in the current micro-courses applied to high school biology teaching,and put forward the following four suggestions for the problem:(1)to develop a management system suitable for micro-learning(2)to strengthen the importance of parents of students to micro-courses(3)to encourage teachers to form micro-class development team(4)to build a network release platform for micro-courses.