| The new curriculum reform emphasizes that teachers should be the integrators and developers of curriculum resources.Micro-video course resources,with their rich resources,audio-visual,short refining,highlighting characteristics,have become important education resources.At present,there are some shortcomings in high school biology teaching,such as,the way of knowledge transmission is too single,a lack of interest and vitality in class,content limited to textbooks,students having mental disorders and difficulty when learning abstract knowledge,a lack of experimental resources leading to students being unable to do experiments.Given these realistic problems,this paper mainly explores three aspects:(1)through the micro-video course resources,create a scene to settle the problem of interest in learning and content disconnect;(2)through the micro-video course resources,break through the difficulty of learning difficulties;(3)through the course resources,play the experiments that students can not operate in person.This study integrates use of literature research,interview method,questionnaire survey method,classroom observation and experimental research method,combines with the characteristics of high school biology and cognitive characteristics of senior high school students,bases on the previous studies,makes a more systematic research about the development and application of micro-video course resources in high school biology teaching.First,through the literature,the related concepts,characteristics,application patterns,domestic and foreign research status and application strategies of micro-video curriculum resources are systematically sorted out.And then,based on the readings of the textbooks,analyze and summarize the characteristics that the materials suitable for using micro-video curriculum resources have,select the content suitable for using micro-video curriculum resources in elective 1 and elective 3,and make the "knowledge map".Then,the author systematically sorted out the editing methods by video editing expert(e.g.Video segmentation,interception,editing subtitles for English video or adding dubbing,etc.)and the method of recording micro-video source by Camtasia Studio software,in this way,the micro-video curriculum resources in the "knowledge map" are developed,then embed in traditional teaching design.Finally,the micro-video curriculum resources developed by the editor are applied to high school biology class to explore its real value.Through practice,the following conclusions are drawn:(1)Based on the class performance observation in the experimental class which applies micro-video curriculum resources in teaching,we find that micro-video curriculum resources have obvious effects in attracting students' attention,stimulating interest in learning and active classroom atmosphere.(2)Through the statistical analysis of SPSS,we can see the difference in test scores between the experimental class and the control class is significant,which shows that the micro video has indeed improved the teaching performance in practical teaching and optimized the classroom teaching;(3)After the experiment,the questionnaire survey to the experimental class was conducted.It is found that micro-video curriculum resources are generally accepted and liked by students.They think it could make biology classes more interesting,also helps them understand the difficult points and the experimental content better and improve the learning efficiency.As a result,we author believe that micro-video curriculum resources have their own advantages and values in high school biology teaching.They are worth using and promoting in practical teaching.The resource that the author edits and develops can enrich the existing curriculum resources,the methods can provide a reference for teachers.Schools and teachers should raise awareness of resource development,e stablish a micro-video curriculum resource library which are in connection with the textbook knowledge in order to learn and share,and improve the teaching effect. |
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