| Nowadays,China is at a critical stage of rapid development and the whole country is closely surrounding the Central Committee of the Party,following the trend of the times and striving to be the trendsetter of the development of the times.To achieve the rapid development of the country is inseparable from high-quality talent,and the production of high-quality talent is inevitable without the support of education.Education is the foundation of a nation,and developing education is cultivating talent.Therefore,diversified and modern learning methods and learning resources are increasingly valued by the education sector,among which "micro-lessons" are the first and foremost."Micro-lessons" can be understood as a series of learning resources that can present relevant knowledge to students in a complete and independent way,with a high degree of interest,meeting the various needs of students’ learning and facilitating students’ targeted learning.In modern society,the use of "micro-lessons" has become very common,and students will automatically choose the appropriate micro-lesson resources for learning anytime and anywhere according to their needs,in addition,micro-lesson resources are also a popular teaching resource for teachers,and micro-lesson teaching is a very effective teaching aid for teachers in their daily teaching.In 2019,the People’s Education Press version of the high school chemistry textbook was reformed.However,the high school chemistry micro-lesson resources have not been updated simultaneously with the textbook,which makes the study of chemistry micro-lessons for the new version of textbook hot.This study seizes this research opportunity to carry out relevant work and takes the chapter on the knowledge of iron and its compounds in the new edition textbook as an example to illustrate the design and application of chemistry micro-lessons in the new edition textbook:(1)In this study,the concept of "micro-lessons" is redefined in the process of literature review and the general principles of chemistry prep-based micro-lessons design adapted to the new version of the textbook of People’s Education Press are proposed,including: close to the textbook,in line with the standards;short,rich content;vivid language,interesting animation,etc..It is hoped that it can provide a reference for front-line teachers to make micro-lessons in chemistry.(2)The purpose of this study was to investigate students’ knowledge and ideas of creating micro-lessons in chemistry in the new version of the textbook of PEP using the survey research method.In order to accomplish the purpose of the survey,the questionnaire focused on three dimensions: students’ awareness of "micro-lessons",students’ ideas of "chemistry micro-lessons" in the new textbook,and students’ expectations of micro-lessons on the chapter of iron and its compounds in the new textbook.The results of the questionnaire were analyzed to provide a direction for the design and production of the micro-lessons resources for this study,and to demonstrate the feasibility of this study.(3)This study combined the results of the questionnaire to design templates for micro-lesson plans and micro-script,to produce micro-lessons with various animation styles,and to produce micro-videos by means of video recording.According to the characteristics of the knowledge chapters of iron and its compounds,they were divided into four parts:micro-courseware,micro-script,micro-lesson plan,and micro-video were designed and produced for each part of the content.(4)In this study,using an experimental method,micro-lesson resources were applied to students’ pre-study sessions.The results of the study showed that the overall academic performance of students in the class with the micro-lesson intervention was significantly higher than the overall performance of students in the class without the micro-lesson intervention.And the students in the two classes showed a change from no significant difference in ability in the subject of chemistry to a significant difference in ability.It can be inferred that the series of micro-lessons designed and produced in this study promoted the development of students’ chemistry skills in the "iron and its compounds" knowledge area and developed their chemistry literacy.Finally,this study also reflects on the shortcomings of the study and also makes relevant suggestions for educational practice and subsequent research based on the findings of the study,which will hopefully be helpful. |
