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近年来,随着微视频教学在国内中小学课堂的扩大应用,在引起社会广泛关注的同时,也得到了高中生物教学专家的认可。高中生物教学作为一门对逻辑思维要求较高的课程,比如在细胞与分子、遗传信息、生物科学等微观知识模块,依靠传统的讲授式教学很难提高学生学习的主观兴趣。对此,通过合理运用微视频教学资源,不仅能把难懂、晦涩的生物课程知识完整地展现在学生面前,还有助于提高并加深学生对微观知识的记忆。本文首先对微视频教学资源进行概念界定,在充分阐述微视频教学资源在高中生物教学中优势的基础上,对实际教学应用提出了几点思考。
In recent years, with the expansion and application of micro-video teaching in the domestic primary and middle school classrooms, it has been widely recognized by the society and also recognized by high school biology teaching experts. High school biology teaching as a course demanding on logical thinking, such as microcosmic knowledge modules such as cells and molecules, genetic information and biological sciences, relies on the traditional teaching of teaching it is difficult to improve students’ subjective interest in learning. In this regard, through the rational use of micro-video teaching resources, not only difficult to understand the biology curriculum can be completely presented to students before, but also help to enhance and deepen students’ memory of micro-knowledge. In this paper, the concept of micro-video teaching resources is defined firstly. On the basis of fully elaborating the advantages of micro-video teaching resources in high school biology teaching, some suggestions on practical teaching are put forward.