Research On The Design Of Presentation Assimilation Discussion Class Teaching Model Based On Micro Course In Junior High School Chemistry Teaching

The "Educational Informationization 2.0 Action Plan" and "China Education Modernization2035" clearly stated that it is necessary to make full use of information technology,enrich and innovate curriculum forms,continuously reform teaching models,and achieve the organic combination of large-scale education and individualized training.Under the background of the comprehensive implementation of quality education and new curriculum reforms,teaching reforms are proceeding vigorously,new teaching models have sprung up,PresentationAssimilation-Discussion class as a new teaching model,has received extensive attention from the education circle,and the micro-class as an innovative method is deeply loved by frontline teachers with its unique advantages.Recent years,many teachers in universities and elementary and middle schools have tried to combine micro-classes with bisection classrooms to construct a teaching model that suits them.In practice,they have found that they can promote students’ deep learning,increase their interest,and help develop comprehensive abilities.This article defines related concepts such as micro-classes,dichotomy classrooms,teaching models,and action research.Combining the unique advantages of micro-classes and dichotomy classrooms and the current status of junior high school chemistry classrooms,guided by cognitive learning theory,constructivist learning theory,humanistic learning theory,and developmental teaching concepts,referring to domestic micro-classes and An example of a teaching mode combining split classrooms,constructs a micro-class-based junior high school chemistry split classroom teaching mode.Use action research method to conduct empirical research on the constructed teaching model.Through the analysis of teaching content,teaching objectives and academic conditions,the teaching design is carried out in classroom teaching,and the model is evaluated and improved by various research methods such as classroom observation,interview and questionnaire survey.Finally,a relatively complete micro-based The junior middle school chemistry is divided into two classroom teaching modes.This research verifies that the junior middle school chemistry bipartite classroom teaching model based on micro-course is complete,pertinent,operability,stability and flexibility.This model can change the current situation of junior high school chemistry learning,improve students’ interest in learning,classroom participation,improve academic performance,cultivate students’ independent learning ability,find and solve problems,and provide other junior high school chemistry teachers and teachers of other subjects.Learn from experience.