A Research On The Development And Application Of Micro Video Teaching Resources Of "Internal Environment Homeostasis Regulation Mechanism" In Senior High School Biology

With the continuous advancement of education informatization at home and abroad,the teaching resources applied in the actual classroom are gradually changing to the video information-based teaching resources.The Biology Curriculum Standards for General Senior High Schools issued by the Ministry of Education in 2017 also mentioned that video teaching resources can improve the teaching effect,and teaching should make full use of these resources to improve the classroom efficiency.According to the survey findings,most of the teachers surveyed are in favor of introducing micro-video teaching resources into the review lessons.For high school students,the contents involved in the internal environment homeostasis regulation mechanism,such as "conduction and transmission of excitement on nerve fibers","hormone regulation","cellular immunity and humoral immunity",are relatively microscopic,abstract and trivial,leading to poor learning effect,which often becomes the difficulty in learning.As a kind of video teaching resources,micro-video teaching resources have the advantages of turning abstract into concrete and stimulating students' interest in learning.However,they believe that the micro video teaching resources encountered or used in daily teaching have some problems in the aspects of scientificity,matching degree with the content of the teaching material and the clarity of the content.Therefore,this study attempts to take the content of "Internal Environment Steady-State Regulation Mechanism" as an example of compulsory third biology course in high school,and uses micro-video production tools to produce micro-videos that meet the requirements,in order to help students better understand the content of the three regulatory mechanisms of the internal environment of the body.This study includes five parts.The first part mainly adopts the literature research method,introduces the research background,research purpose and significance,research status,and the definition of related concepts,distinguishes the two easily confused concepts of micro-video teaching resources from micro-video and micro-class,and clarifies the research ideas and methods.The second part is on the basis of literature research,and under the guidance of micro-learning theory,multimedia cognitive theory,cognitive load theory and multimedia picture art design theory,summarizes the principles that should be followed in the process of micro-video development.The third part introduces the steps of micro-video development in detail,including the preliminary analysis of the textbook and the situation of students,the determination of the content,and the production of micro-video.The fourth part is to evaluate the effect of micro-video teaching resources:two parallel classes at different levels of A and B are taken as experimental objects,and the two parallel classes at the same level are respectively divided into experimental group and control group.After students use micro-video teaching resources,paper and pencil tests are conducted on the experimental class and the control class.It is concluded that the performance of the experimental class corresponding to each micro-video is higher than that of the control class,with significant differences.In addition,a questionnaire survey was conducted among the students in the experimental class.Most of the students believed that micro-videos were helpful to the improvement of students' performance and were satisfied with the quality of micro-videos.The fifth part summarizes and looks forward to the research.The research conclusions are as follows:in miniature learning theory,cognitive theory,cognitive load theory and multimedia multimedia images under the guidance of theory of art design,combined with the characteristics of the teaching content and students,use "Lai Hua" video production micro video teaching resources when reviewing homeostasis regulation mechanism is helpful to the promotion of student performance.The research results are as follows:1.The production of micro-video teaching resources should follow the principles of less content,moderate duration,avoiding redundancy,synchronization of sound and picture,spatial proximity,and logical content;2.Micro video teaching resources matching the contents of neuroregulation,hormone regulation and immune regulation;3.The steps of making micro-video teaching resources by using "Lai Hua" video.