Applied Research On Micro-courses In Junior High School Biology Teaching

Micro-lessons have received wide national and international attention as a teaching resources which have the feature of convenience,vivid,precision and reality.Promoted by the development of the information age,micro-lesson teaching has entered the traditional classroom with its novel teaching style.In the biological teaching of middle schools,the properly applying of micro-lesson teaching can bring abstract knowledge to students via intuitive pictures or vivid pictures.Micro-lesson teaching could not only stimulate students' interest,improve the efficiency of classroom teaching and study effects,but also help to cultivate students' core literacy in disciplines and acquire the ability to benefit for life,especially in the experimental teaching.In this study,researcher comprehensively analyzed the feasibility of biological teaching with micro-lessons in middle school by clarifying the core concepts of micro-lessons,sorting out the basic educational teaching theories,and conducting questionnaire surveys on students in two classes of grade 7 in our school.According to the curriculum standards,three types of micro-lessons including independent learning,experimental design and experimental demonstration were designed with the principles of student-centered and appropriate difficulty.Biological teaching with micro-lessons were carried out in the experimental class while traditional teaching was used for control class.The teaching practice lasted for one semester.After the micro-lesson teaching practice,the feedback from the interview with the students was that the micro-lesson teaching was interesting,focus and difficulty points were highlighted,and the information was easily obtained.The feedback from the class teacher was that the ideas of fear difficulties from students reduced and the students were willing to spend more time in learning biology.The feedback from the biological teacher was that the appropriate use of micro-lessons could help students improve their academic performance and promote the enthusiasm of latecomers to learn.The questionnaire survey showed that 73.9% of the students thought that the micro-lessons could help them understand and master the knowledge points.84.5% of the students thought that micro-lessons could stimulate their interest in learning and like to use the micro-lessons to learn.The test results of the experimental class showed that the average score was higher than the control class,especially the results of the experimental demonstration micro-courses exhibited the low variance and the degree of dispersion,indicating that the micro-lessons could improve the class score.The final exam results of the experimental class showed that the pass rate was 97.83%,the excellent rate was 63.43%,the number of failures was only 2 students,and the score dispersion degree is low.While the pass rate of the control class was 82.98%,and the excellent rate was 25.53%,the number of failures was 8 students,and the degree of dispersion was high.These results indicated that the students' biological score have been significantly improved,learn motivation as well as analytical and problem-solving ability were increased for the middle and low level students after the application of the micro-lesson.Micro-lesson teaching,as a new type of teaching method,should be flexible use by the teachers.According to the contents and difficulties,properly using of micro-lessons would be beneficial to classroom teaching.In order to efficiently combine micro-lesson teaching and traditional teaching and maximize the classroom teaching effect,in-depth researches and practices are needed to continue.