Based on the nature and characteristics of micro-courses, this paper discusses the application strategies of micro-courses in junior high school physics teaching, and mainly analyzes the specific applications of micro-courses in guiding students to preview, improving students' learning attention, breaking through teaching difficulties, strengthening experimental teaching and teaching students in accordance with their aptitude.

Keywords: micro-class; Junior high school physics; Teaching; App application

Micro-course is an online course resource under the guidance of constructivism theory, with online learning as the main means, certain concepts, laws and experiments as the main content, around a certain knowledge point or teaching link in teaching and video as the main presentation form. Micro-course has the advantages of short teaching time, strong pertinence of teaching content and large amount of information. It breaks through the time and space limitation of traditional education mode, overcomes the shortcomings of traditional teaching media, such as less types of information and small capacity, breaks through the limitations of learning tools and venues, and can promote students' effective learning and teachers' professional growth. Under certain principles and order, teachers make a series of micro-lessons or special topics on relevant knowledge points, and each micro-lesson is interrelated to form a system, which ultimately promotes the connection and integration of knowledge. Combined with teaching practice, the author talks about the application of micro-course in junior high school physics teaching.

First, the use of micro-lessons to guide students to preview

Teachers will guide students on what they need to preview, make micro-lessons and upload them to the network platform. With the help of micro-lessons, students can complete preview or self-study, saving more classroom time for cooperative inquiry, group discussion and practice improvement. Long-term persistence can not only enable students to master preview methods, but also improve learning efficiency. For example, before teaching the related knowledge of "sound phenomenon", teachers use micro-lessons to show the audible sound, infrasound and ultrasonic waves in life on the network platform in the form of images. After seeing these life examples, students will think independently and preview the relevant knowledge points in the textbook, and then gradually explore scientific and effective preview methods.

Second, the use of micro-classes to improve students' learning attention

It is difficult for junior high school students to concentrate for a long time in class, and their attention can only be maintained at about 10 minutes, while a micro-lesson teaching video is about 10 minutes. Using micro-lessons in classroom lead-in can make the teaching objectives more intuitive. Teachers combine experiments, classic cases, students' life experiences or students' favorite things with the teaching content, and make micro-lessons for the introduction of new courses, so that the teaching content becomes lively and interesting, thus attracting students' attention, changing students' way of thinking, stimulating students' desire for autonomous learning, and keeping students' attention unchanged, thus achieving teaching objectives and improving teaching efficiency. For example, in the teaching of "light refraction", teachers can present wonderful refraction phenomena with the help of micro-lessons: the bending of the pen in the glass, the virtual image of the fish seen when fishing with a harpoon, and so on. When students watch it, they will expand their association, explore more interesting refraction phenomena and have a deeper understanding of this knowledge point.

Third, using micro-courses to break through the difficulties in teaching.

Physical knowledge points are connected before and after. If students don't have a solid understanding of a certain knowledge point, it is likely to affect their subsequent study. Therefore, teachers can present all kinds of knowledge points, experiments, law exploration, review and induction, and special explanations in the form of micro-lessons for students to review independently. Let students learn to study independently, exercise their learning ability and form good study habits and attitudes. For example, when dealing with circuit fault analysis, electrical representation changes and other knowledge points, the author summarizes common faults and arranges them for discussion in each group. Under the guidance of the author, each group will make the solution into a micro-lesson and discuss it in class. In the active classroom atmosphere, students' learning enthusiasm is stimulated and the teaching effect is obviously improved. In addition, these micro-lessons can also be used for students with weak foundation to review after class and deepen their understanding.

Fourthly, strengthen experimental teaching by using micro-courses.

The effective use of micro-courses in physics experiment teaching can alleviate the contradiction of less class hours and more tasks. Teachers make the experimental process into micro-lessons, enlarge the key points and steps, and let students better understand the experimental process and purpose. For example, in the experimental teaching of "Voltammetry to measure resistance", the author first makes students clear about the experimental principle, and then uses the micro-class to teach experimental instruments and connection methods. Use the pre-prepared micro-lesson video to demonstrate the experimental process, so that students can experiment independently. In the process of patrol, students' questions are solved in time, and students are guided to analyze and discuss the problems in the experiment, and the effect is good.

Five, according to the level and needs of students to arrange teaching content.

In teaching, teachers should be aware of the different levels of students and strive to create conditions for their common development. Teachers can make layered teaching resources in the form of micro-lessons, so that students can challenge different difficulties according to their own needs and arrange their own learning progress according to their own plans. This way can make every student get the joy of success and experience the sense of achievement in learning, thus effectively solving the problem of hierarchical teaching and cultivating the interest in learning. For example, in teaching materials, teachers can first show students some real-life items such as electric lamps and air conditioners, and divide the circuit connection into different tasks according to the difficulty, so that students can be divided into groups in layers and discuss the series and parallel connection of electric lamps, indoor circuit connection of air conditioners and external circuit connection respectively. By drawing the circuit diagram and looking for relevant information, students can finally explain the complex circuit problems clearly and enhance their interest in physics knowledge.

Conclusion of intransitive verbs

Micro-class teaching adheres to the concept of "paying attention to guidance, starting with micro-class and learning happily", which is a supplement to traditional classroom teaching, and can better meet students' learning needs, broaden their horizons and improve their academic level. At the same time, micro-courses have revolutionized the traditional teaching and research methods, broken through the traditional mode of attending lectures and evaluating, and improved teachers' teaching level and professionalism. But it can't completely replace the guiding role of teachers in the classroom. Only when teachers constantly investigate, analyze and feedback the application of micro-courses can micro-courses better promote teaching.

References:

[1] Hu Tiesheng. "Micro-course": the new trend of regional educational information resources development [J]. Beijing: Audio-visual Education Research, 201(10): 61-65.

[2] Zhou. Research on the connotation, characteristics and application of micro-curriculum [J]. Curriculum Education Research, 2013 (11): 255-256.

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