| In recent years,with the rapid development of the mobile Internet and the continuous innovation of mobile communication technology,new media technology has also played an increasingly important role in popular science education.More than a decade ago,the understanding of popular science education for teenagers was limited to the extracurricular science interest courses carried out by primary and secondary schools,as well as the visits and learning of young people to popular science places,so that the development of popular science education for teenagers was limited by students’ time and venue,resulting in Students have less contact with science and technology,resulting in some teenagers having low or no interest in knowledge in the field of science and technology,which affects the development of science popularization among teenagers and the improvement of their scientific literacy.Therefore,this paper intends to use literature research method,empirical research method,interview research method,logical research method,interdisciplinary research method,qualitative research method and other methods to analyze some problems such as the lack of youth groups in the current popular science audience.With the help of mobile learning concept Taking advantage of the advantages of We Chat mini-programs,we use the third-party development platform of mini-programs to build a We Chat mini-program for professional popular science,and actively explore to promote the popularization of science and technology among teenagers.The research of this paper is carried out from the following aspects: At the theoretical level,it conducts an in-depth analysis of the application status of new media,popular science education,We Chat applet,and popular science We Chat applet,and at the same time,it deeply discusses the advantages and disadvantages of We Chat applet.Define relevant concepts and theories to provide basic support for subsequent research and design.The needs of users are investigated through structured interviews and questionnaires,and through the analysis of the survey results,it is concluded that primary and secondary school students focus on the form of video with pictures and texts in the way of content presentation,and more primary and secondary school students are willing to pay attention to things other than the "Course Standard".Scientific knowledge,so "Ke Xiaopu" is based on the needs of users in the functional section,and the configuration of the resource section is higher than the classroom without departing from the classroom,so as to achieve the accuracy of users;Design the page content according to the design principles and goals of the positioning,interactivity,and scientific system.With the help of the third-party development platform,the "Ke Xiaopu" We Chat applet is constructed.The Prophet section,of which the digital curriculum section includes popular science animation,popular science video,popular science documentaries,popular science Chinese V video,art and science.With the help of the theoretical model of technology acceptance,the continuous use intention of users is studied from six influencing factors,including perceived usefulness,expected confirmation,perceived ease of use,user satisfaction,continuous use willingness and relative advantage.The questionnaire is mainly in the form of a seven-level Likert scale,and the results are sorted and analyzed.It is found that more than 90% of users are willing to continue to use the "Ke Xiaopu" We Chat applet and are willing to recommend it to others."Shop" was unanimously welcomed by the youth group.The Ke Xiaopu program can bring a good user experience to teenagers.First of all,it balances the relationship between "run out" and "user stickiness",users do not need to download software,and it also saves the user’s mobile phone space.Secondly,science popularization resources can be integrated,and the exhibits in the popular science venues can be displayed to more audiences through mobile communication channels,which effectively solves the problem that science popularization is limited by venue and time,and effectively solves the problem that teenagers have access to science and technology exhibits and their principles.There are not many problems,which provides great convenience for young people to use fragmented time for independent scientific learning,expands the scope of science popularization,and enhances the effect of science communication. |
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