Research On The Practice Of Micro-Class In Biology Experiment Teaching In High School

Biology is a subject characterized by experiments,but the current college entrance examination pressure,subject teaching periods and so on restrict the development of middle school biology experiment teaching,biology experiment class in teaching does not play its role in cultivating students’ core quality--scientific inquiry ability.With the application of mobile communication,social media and other technologies and the concept of openness and sharing,micro-class has increasingly become the carrier of teaching resources for the implementation of "flipped classroom".In this thesis,micro-lessons are organically combined with high school biology experiment teaching.In the experimental part of "Molecules and Cells",micro-lessons are designed and made.Before experimental operation,micro-lessons are used to assist and distributed to students for their free study,which can better promote students’ scientific exploration and design.In this thesis,literature analysis,content analysis,questionnaire survey,interview,controlled experiment,observation method several research methods.First of all,according to the literature,the research background,domestic and foreign research progress,research purpose,significance,ideas and so on are expounded,and the concept of micro-class is summarized.This thesis discusses constructivism learning theory,teaching form stage theory and discovery learning theory,and provides theoretical basis for the practical exploration and research of this thesis.Then,the author analyzed the teaching object,teaching content and the survey results of teachers and students in the early stage,clarified the value of integrating micro-lesson into biology experimental teaching,and carried out the detailed design and production of micro-lesson.The third step is to combine micro-class and experimental teaching to carry out blended teaching practice.In practice,two classes with no significant difference in mid-term examination scores of a middle school in Wanyuan city,Sichuan Province in November 2022 are selected to design two class hours.The variables are arranged in the first class: the experimental class integrates micro-class,while the control class adopts the traditional face-to-face teaching method.The practical results are as follows: the post-test results show that there is a significant difference between the experimental class and the control class,and the average score of the former is 5.28 higher;Through the questionnaire survey of students,it is found that the experimental teaching with the help of micro-class has basically obtained the students’ affirmation and good teaching effect.Through the significance analysis of the observation scale,it is concluded that there are significant differences between the two classes in experimental operation ability,and the average score of the experimental class is higher than that of the control class.To sum up,this practice shows that the integration of micro-class into high school biology experiment teaching can,on the one hand,alleviate the existing problems in the current biology experiment teaching to a large extent,increase students’ interest in learning biology and improve learning efficiency.On the other hand,it also improves the professional development ability of teachers and promotes the self-growth of teachers.Therefore,it is an effective way to improve biology experiment teaching in high school to integrate micro class reasonably and scientifically.Of course,there are still some shortcomings in this practice,such as the lack of refinement in the production of micro-lessons and the lack of innovation in teaching design,which need to be further improved.