A Practical Study On The Teaching Of Core Concepts In Senior High School Biology Based On Micro-lesson

Core concepts always play an important role in biology teaching.It is clearly proposed in The Biology Curriculum Standard for General Senior High School(2017 Edition)that teachers should focus on core concepts in teaching design.With the rapid development of information technology in today's society,network education was becoming more and more popular,and microlesson has emerged with the short characteristics and exquisite and prominent theme.The use of micro-lesson to assist teaching of core concepts is very important for students to understand and apply biological core concepts.Therefore,this study was based on the core concepts from the "Molecules and Cells" module in the senior high school biology text book(Peoples' Education Press version)to make micro-lesson cases,and apply to practical teaching for exploring the impact on the teaching quality of biological core concepts in senior high school.The current research status,related teaching theories of core concepts and micro-lesson were sorted out through literature review.The core concepts in the module of Molecules and Cells were screened based on The Biology Curriculum Standard for General Senior High School(2017 Edition).The design principles and design process of the micro-lesson were summarized through view some of the micro-courses,and the micro-lesson cases were developed.Micro-lesson cases educational practice were applied to the experimental classes in the form of in-class assisted instruction.The core concept education practical research was conducted through interviews,questionnaires and test performance analysis by taking the grade one students in two parallel classes as the objects in a Middle School,Chifeng City,Inner Mongolia.The research results are as follows:(1)The results of teacher interviews showed that teachers unanimously believed that the core concepts teaching were of great significance to students' learning,but most of them lacked the understanding of micro-lessons and did not pay enough attention to the micro-lessons.(2)It was found that the average scores of cognition,attitudes,interest and abilities in the experimental class were higher than that in the control class through analysis of the post-test data.The P values of the first three dimensions were less than 0.05,and the P value of the ability was higher than 0.05 which showed that the core concept teaching with micro-lesson significantly improved students' cognition,attitude and interest of core concepts.The students' abilities were also improved(not significantly).(3)The average score of self-regulated biological learning in the experimental class was 3.84 points higher than that in the control class which showed a significant difference between the two classes after the teaching practice.The average post-test score of the experimental class was 9.21 points higher than that in the pre-test which also displayed a significant difference.It was suggested that students' self-regulated learning in biology was significantly improved through micro-lesson teaching practice.(4)The final exam results showed that the average score of the experimental class was 0.79 points higher than that in the control class,and the difference was not significant.However,through analyzing test questions related to the micro-lesson teaching practice,it was found that the experimental class was significantly higher than that in the control class in terms of average score,excellent rate and good rate.In summary,the biology teaching quality of core concepts in high school based on micro-lesson is effectively improved.The students' understanding of core concepts are increased,and their learning attitudes are corrected while the teaching resources are enriched.The students' learning methods are optimized,their interest and self-regulation in learning are improved.This also provides a reference for biology teachers in senior high school to carry out core concept teaching.