"Micro-class" refers to the whole process of recording teachers' wonderful teaching and learning activities around a certain knowledge point or teaching link with video as the main carrier in the process of classroom education and teaching. The core content of "micro-lesson" is classroom teaching video (lesson fragments), and it also includes auxiliary teaching resources related to teaching themes, such as teaching design, material courseware, teaching reflection, practice test, student feedback, teacher comments and so on. Together, they "created" a semi-structured and thematic resource unit application "microenvironment" with certain organizational relations and presentation methods. Therefore, "micro-course" is not only different from traditional teaching resources such as teaching examples, teaching courseware, teaching design and teaching reflection, but also a new teaching resource inherited and developed on this basis.

Second, the main characteristics of "micro-course"

(1) Short teaching time: Teaching video is the core content of micro-lesson. According to the cognitive characteristics and learning rules of primary and secondary school students, the duration of "micro-class" is generally about 5-8 minutes, and the longest time should not exceed 10 minutes. Therefore, compared with the traditional 40-50-minute teaching class, "micro-class" can be called "class fragment" or "micro-class"

(2) Less teaching content: Compared with the wider traditional classroom, "micro-class" has more problems and more prominent themes, which is more suitable for teachers' needs. "Micro-class" is mainly to highlight the teaching of a certain subject knowledge (such as the key points, difficulties and doubts in teaching), or to reflect the teaching and learning activities of a certain teaching link and teaching theme in class, which is more complicated and numerous than the traditional teaching content.

(3) Small resource capacity: In terms of size, the total capacity of "micro-lesson" videos and supporting auxiliary resources is generally around tens of megabytes, and the video format must be a streaming media format supporting network play online (such as rm, wmv, flv, etc.). ), so that teachers and students can listen to lectures online smoothly and view teaching plans, courseware and other auxiliary resources; It can also be flexibly and conveniently downloaded and saved to terminal devices (such as notebook computers, mobile phones, MP4, etc.). ) mobile learning and ubiquitous learning are realized, which is very suitable for teachers to observe, evaluate, reflect and learn.

(4) the composition/structure/composition of resources is "situational": the resources are convenient to use. The teaching content of "micro-course" generally requires prominent theme, clear direction and relative integrity. It integrates teaching design (including teaching plans or learning plans) with teaching video clips as the main line, multimedia materials and courseware used in classroom teaching, teachers' reflection on after-class teaching, students' feedback and comments from subject experts, and forms a "theme unit resource package" with distinctive themes, various types and compact structure, creating a real "microteaching resource environment". This makes the "micro-lesson" resources have the characteristics of video teaching cases. In this real, concrete and typical case-based teaching situation, teachers and students can easily learn advanced thinking abilities such as tacit knowledge and tacit knowledge, and imitate, transfer and upgrade teaching concepts, skills and styles, thus rapidly improving teachers' classroom teaching level, promoting teachers' professional growth and improving students' academic level.

Third,

Classification of micro-courses

1, classified by classroom teaching methods. According to Professor Li Bingde's classification and summary of teaching methods commonly used in primary and secondary school teaching activities in China, in order to facilitate front-line teachers to understand the operability of micro-course classification and practical development, the author will make a preliminary study.

Micro-courses are divided into 1 1, which are lectures, questions and answers, inspiration, discussion, demonstration, practice, experiment, performance, autonomous learning, cooperative learning and inquiry learning.