随着互联网普及和自媒体时代的到来，教育领域也必须与信息化深度结合。在教育改革的不断推进中，核心素养教育的相关改革应运而生。在微时代的大环境下，移动媒体终端的广泛运用使得教育工作者重新审视课程的呈现形式，微课应运而生。校本课程作为三级课程管理结构中不可或缺的成分，是对国家课程与地方课程的有效补充。在国家新课改不断推进的形势下，素质教育要求学生具备生命观念、理性思维、科学探究和社会责任等4个方面的生物科学素养。 生物学知识与社会生活息息相关，而学生对社会生活中出现的生物热点问题、前沿生命科学发展内容等充满了好奇与疑问。帮助学生用课本知识解读课外知识，实现学以致用，是生物教师应当承担的责任。因此，本课题拟在微课程和校本课程的基础上，将二者有机结合，从校本的视角出发，利用微课程技术，为生物校本课程资源在微课水平上的开发和应用提供经验，促进生物校本微课程的应用和发展。同时基于生物核心素养的校本微课程在知识层面上可以弥补国家课程和地方课程的不足；在应用层面上能够灵活多端使用优势，提高教师的课程开发意识和开发水平。这有利于充分尊重学生个性，推进个性化教学；充分发挥学校的特色和优势，有效提高学生的生物核心素养。 本研究采用文献研究法，通过对现有文献资料进行搜集和整理，归纳出生物核心素养、校本微课程及社会热点生物学知识等概念，同时厘清其发展脉络，总结了社会热点生物学知识校本微课程的类型、特点、开发设计原则和开发流程。通过学情和学生需求分析，调研了学生较为感兴趣的15个主题，并从中选取了8个主题作为重点进行资料的整理、分析，建立了资源库，并依此确定教学目标，进行了校本微课的设计和录制，制作相关练习题。 在校本微课教学实施前，以测试卷和问卷的形式对实验班和对照班进行了前测。随后将制作好的校本微课程在实验班进行实施，对照班则继续采用常规教学方法。教学实践完成后，通过问卷、访谈、测试的形式进行后测。结果显示，校本微课程的应用，如通过学生使用高中知识解读社会热点生物学知识，拓展生物诺贝尔前沿领域研究，增强对社会谣言的辨析。艾滋病、HPV等病毒的感染及宫颈癌的研究与预防等意识，增加学生的生物学学习兴趣，扩大应用范围，同时提高学生综合素养。 本研究通过对“社会关注热点生物学知识” 的生物核心素养校本微课程在高中生物学的应用研究，构建相关校本微课程体系的应用软件、制作方法、实施方案及制作流程。本研究开发了一套可以直接应用的校本微课程，设计出合理的一般化制作流程，提升了学生生物学习的兴趣和成绩的同时，增强学生的动手实践能力和生物学综合思维深度和广度，促进了校本微课在高中生物课程中的应用。

With the advent of the Internet and the advent of the media era, the field of education also be deeply integrated with informatization. In the ongoing advancement of education reform, relevant reforms of key competencies education have emerged. In the context of the micro-era, the widespread use of mobile media terminals has led education workers to re-examine the presentation form of the course, and the micro-course has emerged. School-based curriculum is an indispensable component of the three-level curriculum management structure and is an effective complement to national curriculum and local curriculum. In the context of the country’s new curriculum reform, quality education requires students to possess biological science literacy in four aspects: life concept, rational thinking, scientific inquiry and social responsibility . Biology knowledge is closely related to social life, and students are full of curiosity and questions about the biological hot issues that emerge in social life and the frontiers of life science development. It is the responsibility of the biology teachers to help students to interpret the extra-curricular knowledge with the textbook knowledge and realize the application of the knowledge.Therefore, this project intends to organically combine the two on the basis of micro-curriculum and school-based curriculum. From the perspective of school-based education, micro-course technology will be used to provide experience for the development and application of biological school-based curriculum resources at the micro-curriculum level. The application and development of biology school-based micro-courses. At the same time, the school-based micro-curriculum based on biological core literacy can make up for the insufficiency of the national curriculum and the local curriculum at the knowledge level; it can be flexible and multi-use advantage at the application level, and improve teachers' awareness of curriculum development and development level. This is conducive to fully respecting the individuality of students and advancing individualized teaching; giving full play to the characteristics and advantages of schools and effectively improving the students' core qualities. This research adopts the literature research method, through the collection and collation of existing literature data, sums up the concepts of biological key competencies, school-based micro-courses, and social hotspot biological knowledge. At the same time, it clarifies the development context and summarizes the social hotspot biology knowledge schoolbook. The types, characteristics, development and design principles and development process of micro-courses. Through learning and student demand analysis, research the 15 students more interested in the subject, and choose the eight topics as the point of data collection, analysis, set up the repository, by which the teaching goal is determined, the micro school-based course design and record, make relevant exercises. Before the implementation of school-based micro-course teaching, the experimental class and the control class were tested in the form of test volume and questionnaire. After that, the school-based micro-course was implemented in the experimental class, and the control class continued to adopt the conventional teaching method. After the completion of teaching practice, the questionnaire, interview and test are conducted. Results show that the application of micro school-based curriculum, such as by using high school students understand social hotspot biology knowledge, develop biological Nobel frontier research, strengthen the social rumor discrimination. AIDS, HPV and other viruses such as infection and cervical cancer research and prevention awareness, increase students' biological learning interest, expand the application range, and improve students' comprehensive quality. This study based on the hot social concern "biology" of biological core literacy school-based curriculum in senior high school biology research and application of the building related micro school-based curriculum system application software, production methods, implementation plan and production process. This study developed a can directly application of school-based curriculum, design reasonable generalization process, promote the students' interest in biology study and achievement at the same time, enhance the students' comprehensive practical ability and biology depth and breadth of thinking, to promote the application of micro school-based courses in high school biology course.