Application Of Animation Teaching Resources In Biology Teaching In Senior Middle School

With the rapid development of information technology in the field of education,multimedia-assisted teaching as a product of the combination of information technology and education has had a huge impact on the development of education,and animation-assisted teaching has played a role in promoting the development of education.As an effective information carrier,animation teaching resources are used by more and more educators in their respective subject teachings,and research and construction on animation teaching resources have also made a lot of achievements.Results.Therefore,it is not difficult for educators to obtain various teaching animations,and the challenge is to find creative and effective methods to tap the learning potential of animation teaching resources,which is worthy of continuous exploration by teachers in teaching practice.This article takes the "Genetics and Evolution" module as an example.Based on the existing animation teaching resources,the animation teaching resources are screened,integrated and applied in teaching practice,aiming to explore the best application of animation teaching resources in teaching Practice methods to more effectively stimulate students' interest in learning and improve teaching effectiveness.This subject adopts three educational research methods: document method,investigation method and experiment method.This thesis is divided into five parts to study the application of animation teaching resources in high school biology teaching,mainly as follows:The first part is an introduction.Firstly,the research problems of this paper are obtained from three aspects: the background and the basis of the topic selection and the research status of the domestic and foreign animation teaching resources applied in the field of education.Secondly,the necessity of carrying out research is discussed from the research purpose and significance.Finally,the research method,research content and research route of this article are introduced.The second part is the definition of keywords,the classification of animation teaching resources and the review of theoretical basic literature.In this paper,through literature research,based on the existing research,the keywords of animation,teaching resources and animation teaching resources are conceptually defined,and the classification of animation teaching resources is briefly combed.The theoretical basic literature review section mainly introduces three theoretical viewpoints that are closely related to the application of animation teaching resources in teaching: educational communication theory,cognitive load theory and constructivism theory.In order to apply animation teaching resources to high school biology teaching Provide theoretical basis.The third part is an overview of the application of animation teaching resources in high school biology teaching.First,through questionnaire surveys and classroom observations,we understand the current status of the application of animation teaching resources in the school where the education practice is located,and analyze the survey results to provide support for the practical research of the paper.Secondly,it summarizes the acquisition methods,selection principles and processing methods of animation teaching resources.The fourth part is the study of teaching practice based on animation teaching resources.First of all,the program of teaching practice was studied,mainly including the object,time,content and method of teaching practice.Secondly,the teaching practice research based on animation teaching resources was carried out.Taking the four teaching contents of "meiosis","DNA molecular structure","DNA replication" and "gene-directed protein synthesis" as examples,the selected Animation teaching resources are analyzed and corresponding teaching activities are designed.Then select four classes in the internship middle school as the research object,adopt different teaching treatments,and analyze the changes of students' independent learning ability and test scores through questionnaire survey and paper-and-pencil test.Finally,the experimental results are analyzed and discussed.The results show that: in terms of autonomous learning ability,there are significant differences in the learning abilities between the three classes assisted by animation teaching resources and those not assisted by animation teaching resources.In terms of academic performance,there are obvious differences between the three classes assisted by animation teaching resources and those who do not use animation teaching resources.Among the three ways of assisting teaching with animation teaching resources,group A: students hear teaching aided by teaching animation,and then individual learning of animation,which is significantly better than any other group.Group C: Teachers first give lectures in combination with the content of the textbooks,and then play animations to allow students to conduct personal learning,which is significantly better than the processing method of Group B.The fifth part is the summary of this article,including the research conclusion of this article,and the reflection on the lack of research.