Study On The Design And Application Of Serialized Pre-learning Micro-lessons In High School Chemistry

The Chemistry Curriculum Standards of the Common Senior School(2017 Edition)currently advocates three new learning styles,namely "independent learning","cooperative learning",and "inquiry learning".Among them,"independent learning" requires learners to actively establish learning goals,make learning plans,and be able to make corresponding adjustments in learning strategies on the way toward their learning goals.Pre-learning is an important learning behavior that reflects students' independent learning,but students' attitude toward prelearning is generally casual,thinking that pre-learning is simply flipping through books,and some teachers seldom assign pre-learning tasks to students,which leads to the fact that students' pre-learning is often superficial and only "pre-learning without studying".Micro-lesson is a product born in the modern Internet era,which is short and concise,with the characteristics of time flexibility and space extensibility.For the content of elemental compounds in the People's Education Press(PEP)of high school chemistry,most of the microlessons designed and produced by the majority of researchers focus on metal elements,such as sodium and iron elements.The sulfur element in non-metal elemental compounds is also mostly covered,but another very classical non-metal element,chlorine element,is relatively little studied.In 2019,the Ministry of Education revised the senior high school chemistry textbook of the PEP,in which the section of "Chlorine and its compounds" in the book of "Chemistry 1" has been changed in terms of content and the order of presenting knowledge point.Therefore,this paper designs and produces a series of micro-lessons based on the section "Chlorine and its compounds" in the "Chemistry 1" textbook(2019 Edition),to enable students to better grasp the knowledge of "Chlorine and its compounds",to cultivate good pre-reading habits,and to increase the recognition of chemistry micro-lessons.In this paper,theoretical and empirical studies on this topic are conducted in the following aspects.The first part is the introduction,which elaborates the research background of this topic in three aspects.After analyzing the research background,it puts forward the research problem to be solved in this paper,the research significance that can be brought by the solution of this problem and the research methods to be used to solve this problem.In the second part,the author explains the current status of domestic and international research on micro-lesson,the rational theoretical basis of the topic,and the feasibility of designing and producing a series of pre-learning type of micro-lesson.In the third part,the design and production process of "Chlorine and its compounds" pre-test micro-lesson and the design case are presented.In this part,the author explains in detail the teaching process design,script design,Power Point design and recording steps of the microlesson,and a detailed micro-lesson case study is attached.The fourth part is the practical application and data analysis of the pre-learning micro-lesson based on "Chlorine and its compounds".The author selected two parallel classes of a senior high school in Guangzhou for teaching experiment.Class A was the experimental class and class B was the control class,and the students in class A watched the pre-learning micro-lesson and carried out the traditional teaching,while the students in class B were not interfered with the teaching and only carried out the traditional pre-learning and teaching.We conducted a significance analysis using SPSS 26.0 software to find out whether the two types of pre-learning methods can make a significant difference in students' learning and mastery of knowledge in the classroom,and we found that the watching pre-learning micro-lesson method has facilitated students' mastery of the section on "Chlorine and its compounds".After interviewing some students,we found that the method of watching pre-learning micro-lesson is more accepted by the students and they thought that it would make their pre-learning behavior more systematic.The fifth part is the summary and outlook of this study.Moreover,due to the limited conditions of making micro-lesson and the author has not enough teaching experience,the produced micro-lessons need to be further improved in terms of quality and creativity.This study can enrich the micro-lesson resource base of high school chemistry and provide a reference for researchers who want to design micro-lessons using the knowledge points of other content in the 2019 high school chemistry textbook as the research objects.