Teaching Strategies Of Micro Video In The Second Classroom Of Junior High School Physics

Nowadays,with the rapid development in technology,all the walks of life have been seeking a breakthrough in order to adapt to dramatic social changes.For the current education,the traditional “teacher-centered”teaching model can no longer meet the requirements of students and contemporary education.In recent years,micro videos spread widely.Anyone can watch them on the internet.While some micro-video apps such as Tik tok and Kwai are gaining popularity,they have already become a major way of entertainment in people’s free time.Meanwhile,the information on internet is unpredictable.People can see various kinds of videos on it,especially for students,who don’t have abilities to distinguish right from wrong and protect themselves from the harmful information online.Therefore,the parents and teachers usually blame the internet and stop students from going online.However,the more this happens,the stronger the students’ desire for the Internet becomes.Based on this,author wonders if micro-videos can be introduced into the class,will the teaching get better results?At the beginning of the thesis,author adopts the literature research method by reading a large amount of relevant literature,elaborating on the background of the research and the current situation at home and abroad.At the same time,author explains the purpose of conducting the research and the significance of the research,and eventually lists the methods used in the research.The thesis is divided into four main sections: Firstly,a theoretical overview about the application of micro-video in the second class physics teaching in middle school.In this part,author mainly introduces relevantterminology concepts so that readers can get a preliminary understanding of the study.Secondly,the current application of micro-video in the second class physics teaching in middle school.According to the opinions of middle school students of a school in Guanghan city after they use micro-video in the physics class,author further demonstrates the importance of using micro-video in the second class teaching.Moreover,through interviewing some physics teachers,author knows the importance of micro-video for both teaching and learning.Thirdly,the design and implementation of micro-video in the second class physics teaching in middle school.To begin with,author explains the design,methods and principles in micro-video teaching;then analyzes the application of micro-video in the study of theoretical topics and experimental topics.In particular,author analyzes the application of micro-video in teaching physics experiments in the second class based on the examples of "Let Eyes Feel the Imaging" and "Balloon and Physics".Fourthly,the result analysis of the application of micro-video in the second class physics teaching.The author has selected twenty students who participated in the second class.By comparing their grades with other students’ in unit exams,mid-term exams,final exam results,author gets the advantages of the application of micro-video.To summarize and reflect,it is very significant to apply micro-video in the second class physics teaching.This method is similar to the “Flipped Class”,both of them have fundamentally changed the traditional "teacher-centered" teaching model,transforming students from passive recipients to positive participants.As a result,students have become more interested and motivated.In addition,during the investigation,students work in small groups so that they can learn to be more cooperative.They are allowed to identify problems,figure out how to solve them and experiment on their own.In this way,they can not only deepen their understanding of the learning content but also enhance their manipulative as well as autonomous learning abilities.At last,the research can provide a reference for the study of micro-video in the second class physics teaching in middle school.