Research On Biology Learning Strategy And Application Of Making Micro Class For Senior High School Students

Although the curriculum reform has been carried out in China,most of the classroom teaching is still based on traditional teaching and students' passive learning.What's worse,students are lack of active participation.This is on the contrary to the advocacy of "biology curriculum standard for general senior high school(2017 Edition)".At the same time,the traditional form of homework focuses on the investigation of knowledge,which is difficult to meet the cultivation needs of students' biological core literacy.In practice,the author has realized the micro lesson and made it for many times.After each production,I feel that I have a deeper understanding of knowledge.This is a process of active learning and deep learning.As a result,the idea of letting students make micro lessons began to sprout.With the promotion of education informationization,the rapid development of network education in China,students have more opportunities to contact and understand micro class;the rapid development of the network makes the cost of using the network lower,which lays the foundation for this study.Using the literature method to understand the research status of micro class at home and abroad,we can find that micro class teaching has been widely studied and applied,and the vast majority of micro class is produced by teachers and put into use;there are less than 10 research literatures on students' participation in the production of micro class,and it does not involve the field of biology teaching in middle school.The common view of the existing literature is that students' participation in the production of micro class can improve students' interest inlearning,promote students' active learning,and facilitate the cultivation of students' team consciousness and cooperation ability.However,the relevant practice cases are weak and lack of systematic study on learning strategies.Therefore,this study decided to study the learning strategies of high school students in making micro lessons in biology learning,and determined the following research purposes: to formulate the biology learning strategies for students to make micro lessons,including the production process of micro lessons and the mode of teachers guiding students to make micro lessons;to explore the effectiveness of the learning strategies on students' academic performance and core literacy of biology.In this study,four classes of grade one senior high school in Chongqing No.11 middle school were selected as the preliminary research objects,and the students were divided into two groups according to the difference of their scores.The independent sample t test was conducted.The results showed that there was no significant difference in the scores of the experimental class and the control group between the two groups In order to solve the problems that may be encountered in the aspect of psychological acceptance and facilities,a questionnaire was designed to investigate the learning situation of "biological learning strategies for students to make micro Courses".The results show that the study is feasible in the two dimensions of psychological acceptance and facilities and equipment,but it needs to be from the production process and information technology Give key guidance.Based on the literature survey,the author understands the common production mode of micro class,and designs four types of micro lesson production process,including knowledge explanation,exercise explanation,review and development,combined with specific practical experience and teaching arrangement within the research time.This study has experienced four rounds of micro lesson production activities.Each round determines the micro lesson topic and content from the specific learning situation and teaching needs when the production activity is about to start,and releases it to the students;at the same time,it also publishes the member task assignment table to guide the students to carry out division of labor and cooperation,and uploads the technical guidance video of micro lesson production for students' reference and learning.Students independently learn the video content and cooperate to complete the micro class production according to the production process.In the process of production,the author keeps close contact with students,answers questions and provides technical guidance,and attachesimportance to the audit of students' scripts.According to the teaching arrangement,the final micro lecture is displayed in different ways,including teaching link exhibition,after class multimedia exhibition and network platform exhibition.At the end of the show,the teacher made an evaluation according to the actual effect of the students' micro class.At the same time,in order to further guide the students to pay attention to the content design in the follow-up research,the author designed the "student micro lesson evaluation index" through literature review.This study analyzes the experimental results from four aspects: Students' test scores,questionnaire survey,student interviews and teachers' reflection.In terms of test results,the final test scores of four classes after one semester were obtained,and independent sample t-test was conducted for group A and group B by using SPSS software;combined with literature review and expert interview,a five level scale "three-dimensional dimensional Temperament Questionnaire" was developed to evaluate the experimental class before and after the experiment from three dimensions of learning interest,self-identity and biological core literacy Students' learning situation changes.The questionnaire was distributed to the subjects before and after the experiment,and paired t-test was carried out on the pre-test and post-test results.After each round of production activities,the interview outline was given to the students to understand the students' harvest and bad experience in the production of four micro lesson production activities.In the aspect of teachers' reflection,it summarizes and analyzes the harvest and experience of teachers in the process of guidance.Finally,the following results are obtained:1.In terms of test results,the average score of the experimental class A and B was higher than that of the control class,and the difference was significant;2.The results of the questionnaire survey showed that after one semester,students' scores in learning interest,self-identity and core literacy of biology discipline were higher than those of pre-test,and there were significant differences between the 13 indicators at the level of 0.01 or 0.05;3.The interview results showed that some students expressed the sense of achievement and the improvement of learning interest,the ability of data collection and analysis was improved,and the sense of team cooperation was enhanced;the students had a deep learning of knowledge;they could find and think about the ethical issues related to biology in the process of data collection;the poor organization of team leaders affected the team cohesion;some students were notgood at organization Feel heavy workload and heavy burden;4.Summing up the content of teachers' reflection,it is found that in the process of guiding students,teachers' own skills and ideas have been improved,and the emotion of teachers and students has been enhanced;guiding students to write micro class scripts is an important link;script audit has an important role in content orientation.Based on the above analysis,the author draws the following conclusions:1.Combined with literature review,teachers' experience and teaching schedule,the micro lesson production process,which is based on the classification of micro class,different types of micro class objectives and content characteristics,can guide students to successfully complete the micro lesson production,and the four production processes are effective;2.Making biology learning strategies of micro class can improve students' academic performance,enhance their interest in learning,enable students to obtain self-identity and develop their core literacy of biology;3.It can promote the teachers and students' emotional communication;4.Teachers should pay attention to the cultivation of students' script writing ability and script audit when guiding students to make micro class.