Research On The Application Of Micro-class In Biology Teaching In Rural Junior Middle Schools

The rapid development of science and technology has brought great changes to the education industry.As a product of the information age,micro class has set off a wave of educational informationization.At present,the integration of micro class and practical teaching is not deep and close enough.Rural middle schools rarely apply micro-lessons to teaching.This paper first takes the students of Class 1,Grade 8 in Anyue County Zhenzi Junior middle school and some biology teachers in surrounding schools as objects to investigate the application status of micro lesson in rural middle schools.The results of the questionnaire show that some students have poor mental state in class and think that the classroom learning content is too much.They lack the time to digest knowledge independently and their mastery of biological knowledge needs to be improved.In addition,the students’ self-learning ability is insufficient and their learning habits are poor.At the same time,students look forward to micro-class teaching.The results of teacher interviews show that teachers in rural areas lack the ability to make micro-lessons,and the frequency of using micro-lessons is very low.Some teachers have misunderstandings about micro-lessons.However,it is expected to improve teaching supporting facilities,conduct more micro-lesson related special training,establish micro-lesson resource database,and realize teachers’ sharing of micro-lesson resources.In order to solve these practical problems,the paper proposes the process and suggestions of making micro-lessons,and recommends the software of making micro-lessons.Then,it proposes the strategy of choosing micro-lesson resources based on students’ difficult points,error-prone points and frequent test points,and further proposes the strategy of applying micro-lessons in the introduction of new lessons,major and difficult points,review lessons and experimental lessons.Finally,this study takes "Flowering and Fruiting","Food Chain and Food Web" and "The Use of microscopes" as examples to design and produce micro-lessons and carry out practical teaching.The results show that micro-class stimulates students’ learning interest,changes students’ learning attitude,promotes students’ mastery of knowledge and contributes to improving their academic performance.In a word,as a product of the information age,micro class plays a positive role in junior middle school biology teaching in rural areas.