Practice Research Of Micro-Video In Biology Classroom Teaching In Junior Middle School

With the general trend of information education,various modern multimedia technologies have been widely used in primary and secondary schools and higher education.As a kind of modern m edia,micro-video has many characteristics such as short and concise content,rich and diverse for ms,and vivid images.The use of micro-videos in junior high school biology classroom teaching h as the following advantages: the scenarios created by micro-videos can stimulate interest in learnin g,vivid animations can break through the key points and difficulties of biology teaching,and intui tively and accurately demonstrate biological experimental operations.According to the teacher quest ionnaire survey,the results show that the effect of micro-video assisted teaching has been recogniz ed by teachers.However,in the specific application of micro-video teaching,there are generally pr oblems such as time-consuming and laborious selection of videos,lack of technology when process ing videos,and improper strategies when playing videos.Therefore,this study takes the seventh gr ade book of junior high school biology of Beijing Normal University as the teaching content,and conducts a survey and practical research on the current situation of micro-video assisted junior hig h school biology classroom teaching,the main contents are as follows:1.Literature research.It sorts out the research status of micro-video auxiliary classroom teachi ng at home and abroad,and defines the concept of micro-video resources,that is,various video re sources with specific and clear themes,vivid content,simple and convenient operation,and time li mits of about 30 seconds to 5 minutes in biology classroom teaching.Based on the theory of mic ro-learning,constructivism and audio-visual teaching,and from the perspective of educational psych ology,micro-video teaching conforms to the psychological development laws of middle school stud ents’ attention,memory and perception.Therefore,the introduction of micro-videos into junior high school biology classroom teaching is scientific.2.Investigation and research.A questionnaire survey was conducted on teachers and students of the Kaifeng City Internship School.The results showed that in terms of teaching hardware facil ities,92% of the 153 classrooms surveyed were equipped with multimedia equipment to meet the conditions of micro-video-assisted teaching,and 98.1% of teachers believed that it was necessary t o use micro-video assistance in biology classrooms.However,from the perspective of teaching stat us,only 37.9% of teachers often use video micro-teaching in biology classrooms.63.1% of teacher s believe that when using micro-video to assist biology teaching in the classroom,there are reason s such as time-consuming and laborious video selection,lack of technical guidance for video proce ssing,and difficulty in grasping the video application process.Therefore,the application of micro-v ideo assisted junior high school biology teaching in the actual classroom is not extensive.3.Strategic research.In view of the relevant problems faced by teachers in the questionnaire survey,this study shared the micro-video teaching resource collection platform,such as "Biology Master" and "Lele Classroom".At the same time,four micro-video processing strategies such as d ownloading,format conversion,editing,and screen recording of micro-video resources are sorted o ut.It proposes the four principles of educational,scientific,timely moderation and student subjectiv ity that teachers need to follow when selecting micro-video resources.4.Practical research.The seventh grade book of biology in the Beijing Normal University edi tion was selected as the teaching material,and "Biology is the Science of Exploring Life","The Growth of Plant Reproductive Organs" and "The Basic Structure and Function of Cells" were used as teaching cases.Three micro-videos,"A Brief History of Biology","The Blossoming and Fruitin g of Plant Life",and "Making and Observing Temporary Films of Animal and Plant Cells",are se lected for the teaching links of scenario creation,difficult breakthroughs and biological experiment demonstrations,so as to design a complete teaching process and carry out teaching practice.Takin g the two classes of the internship school as the teaching object,the weekly test scores are analyz ed as the pre-test data by SPSS software,and the two classes are randomly divided into experime ntal classes and control classes after determining that the two classes are parallel classes.In the e xperimental class,the principle of using micro-video is followed,and micro-video is used to assist biological classroom teaching;in the control class,no video form of teaching is used.After one s emester of teaching practice,the results showed:First,students’ learning interests.The micro-video-assisted teaching has made students have a s trong interest in the learning of biology courses,promoted students’ understanding of biological co ncepts in the process of watching videos,helped students master the basic principles and operation steps of relevant biological experiments,and effectively developed students’ scientific inquiry abilit y.Second,in terms of student performance in the classroom.In the biology classroom assisted b y micro-video teaching,the students in the experimental class are obviously active in thinking,the class participation is higher,the students’ sense of self-achievement is improved,and the sense of self-efficacy is enhanced.Third,in terms of students’ academic performance.Micro-video-assisted biology classroom teac hing also has a positive effect on the improvement of students’ performance.The biological final s cores of the two classes were used as the aftertest data,and the experimental class post-test score was 32.7 points,and the control class post-test score was 25.8 points.The significance of the data analysis using SPSS software for the two classes was less than 0.019 and less than 0.05,which showed that there was a significant difference in the aftertest scores of the two classes,indicating that the biological final score of the experimental class was significantly higher than that of the c ontrol class.