Finally, I especially recommend one of the tools for micro-lessons: You Ya. Com, a free platform, can do animation courseware, set characters and roles, insert scenes directly, and convert input text into audio, which is very suitable for elementary micro-classes.
Question 2: What are the types of micro-courses? Generally speaking, we can divide newspapers in China into six categories: party newspapers, social comprehensive newspapers, professional newspapers, social service newspapers and other newspapers. (1) According to newspaper content, there are comprehensive newspapers and professional newspapers 1. Comprehensive newspapers have a wide range of contents, mainly publishing valuable news from all aspects of society and commenting on news reports. ...
Question 3: What is a micro-course? How can we teach micro-courses well? "Micro-class" refers to recording the whole process of wonderful teaching and learning activities carried out by teachers around a certain knowledge point or teaching link in the process of education and teaching inside and outside the classroom with video as the main carrier. "Micro-course" has the characteristics of short teaching time, less teaching content, small resource capacity and convenient use of resources. For teachers, micro-lessons will revolutionize the traditional teaching and research methods, break through the traditional teacher's listening and evaluation mode, and is one of the important ways for teachers' professional growth. For students, micro-lessons can better meet students' personalized learning and selective learning of knowledge points in different disciplines, which can not only check and fill gaps, but also strengthen and consolidate knowledge. It is an important supplement and expanding resource for traditional classroom learning. In the network era, with the rapid development of information and communication technology, especially with the popularity of mobile digital products and wireless networks, mobile learning, distance learning and online learning based on micro-courses will become more and more popular, and micro-courses will surely become a new teaching mode and learning method. So, how to design a micro-lesson? In teaching, I do this:
First of all, understand the definition and function of micro-course.
In order to design micro-courses, I think we should first understand the definition and function of micro-courses:
1. Micro-lesson refers to explaining a very fragmented knowledge point, test sites, examples, homework problems, or teaching experience with a 5- 10 minute micro-video.
2. The role of micro-courses: solving puzzles instead of teaching, which is used for online education (not limited by time and space) and cannot replace the teaching of new knowledge in the classroom.
Second, select and analyze knowledge points.
The selection and analysis of knowledge points are very important whether a micro-lesson can be designed well and the teaching effect is good. Therefore, when I design each class, I first carefully select knowledge points and scientifically analyze and deal with relevant knowledge points, so as to make them more in line with the cognitive law of teaching and achieve twice the result with half the effort. I usually do this:
1, knowledge points, try to choose popular test sites, teaching priorities and difficulties.
2, the choice of knowledge points should be detailed, and it can be explained thoroughly within ten minutes.
3. Knowledge points should be accurate, and there is no intellectual error or misleading description in words, languages and pictures.
4. Knowledge points should be divided into many small knowledge points according to certain logic.
For example, in the third grade English teaching in primary school, I chose the number one to one (1- 10) as the knowledge point, and designed a micro-lesson to let students perceive, understand and initially use the number one to one (1-kloc-0/0) in a short time of 10.
Third, choose the appropriate type of micro-courses.
Micro-courses mainly have the following types:
1, lecture class-suitable for teachers to impart knowledge to students in oral language. This is the most common and main type of micro-course.
2, question and answer-suitable for teachers to ask questions to students according to certain teaching requirements, ask students to answer, and guide students to acquire or consolidate test knowledge through question and answer.
3. Inspirational-applicable to teachers in the teaching process, according to the objective laws of teaching tasks and learning, to inspire students' thinking as the core, using a variety of ways to mobilize students' initiative and enthusiasm in learning, and to promote students' lively learning.
4. Discussion class-suitable for the whole class or group to discuss, enlighten and brainstorm on a central issue under the guidance of the teacher.
5. Demonstration class-it is suitable for teachers to show students physical or intuitive teaching AIDS, or do demonstration experiments, or gain perceptual knowledge through actual observation, and explain and confirm what they have taught.
6. Practice —— It is suitable for students to complete certain actions or activities repeatedly under the guidance of teachers, relying on conscious control and correction, thus forming skills, skills or behavioral habits.
7. Experiment-it is suitable for students to use certain equipment and materials under the guidance of teachers, and make some changes in the experimental objects by controlling the operation process of conditions, so as to obtain new knowledge or verification knowledge from observing the changes of these phenomena.
8. Performance-It is suitable for organizing students to perform and reproduce the teaching content in a dramatic way under the guidance of teachers, so as to achieve the purpose of learning, communication and entertainment, promote aesthetic feelings and improve learning interest.
9. Autonomous learning-it is suitable for students as the main body of learning, and students can achieve their learning goals through independent analysis, exploration, practice, questioning and creation.
10, cooperative learning-cooperative learning is an organizational form through groups or teams ... >>
Question 4: What is a micro-course? I. Definition of Micro-course Micro-course refers to the audio or video that explains a knowledge point in about five minutes by using multimedia technology based on the idea of instructional design. In education and teaching, the content of micro-teaching is punctate and fragmented. These knowledge points can be textbook interpretation, intensive topic description and induction of test sites. It can also be a knowledge explanation and display of skills such as method teaching and teaching experience. Micro-class is an effective supplementary form of classroom teaching. Micro-courses are not only suitable for knowledge dissemination in the era of mobile learning, but also for learners' personalized and deep learning needs. Second, the micro-lesson form Micro-lesson can be filmed and recorded by using camera equipment such as mobile phones, digital cameras and DV, and audio or video can also be recorded by using screen recording software such as Camtasia Studio, Screen2swf and screen video experts. Iii. When recording (1), adjust the computer resolution to 1024*768 and the number of color digits to 16. Ppt should be as concise and elegant as possible. (The file should be as small as possible to facilitate transmission) (2) The time must be strictly controlled at about five minutes. (3) The content is very fragmented and refined, so it should be thoroughly explained in five minutes, and don't generalize. If there are many contents, it is recommended to do a series of micro-courses. (d) When writing the content of micro-courses, based on the idea of instructional design, thoroughly enlighten and solve the doubts one by one. (5) Micro-courses must be accurate in content, words, pictures and language. (6) When the micro-lesson is explained, the voice is loud and cadence. The language is easy to understand, easy to understand, detailed and appropriate, and there is no audience language like you, everyone and classmates. (7) If courseware is used in the explanation, there will be visual beauty (it is suggested that ppt should be monochrome as much as possible, highlighting the beauty of simplicity and cleanliness). (8) The video quality is clear. (9) It is recommended to look at the teacher's head. In the PPT+ video recording mode, the avatar does not block the teaching content. (ten) to have the title and title, indicating the title, author, unit and other information. (1 1) The video format is Flv, m floating 4, and the video size is 640*480 or 320*240. Audio formats are: AAC (. AAC, .m4a and .f4a), MP3 and Vorbis (. Og and. oga)。
Question 5: What is a micro-course? "Micro-class" refers to the whole process of wonderful teaching and learning activities carried out by teachers around a certain knowledge point (key and difficult point) or teaching link with video as the main carrier in the process of education and teaching inside and outside the classroom.
First, the composition of "micro-courses"
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]
(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. As far as school education is concerned, micro-lessons have not only become an important educational resource for teachers and students, but also the basis for the reform of school education and teaching mode.
(5) The theme is prominent and the content is specific. A course is a theme, or a course is a thing; The problems studied come from the specific problems in the specific education and teaching practice: or life thinking, or teaching reflection, or difficult breakthrough, or prominent focus, or learning strategies, teaching methods, educational and teaching views and other specific, realistic problems that can be solved by oneself or peers.
(6) Grassroots research and interesting creation. It is precisely because of the tiny content of the course that everyone can become a developer of the course; It is precisely because the object of curriculum use is teachers and students, and the purpose of curriculum research and development is to closely link teaching content, teaching objectives and teaching methods, and it is "for teaching, in teaching and through teaching", rather than verifying and deducing theories, so it is decided that the content of curriculum research and development must be a problem that teachers are familiar with, interested in and capable of solving.
(7) The results are simplified and diversified. Because the content is specific and the theme is prominent, the research content is easy to express and the research results are easy to transform; Because the course capacity is small and the time is short, communication ... >>
Question 6: What elements are included in the instructional design of micro-courses? "Mode" is a concise expression of theory. No matter what kind of teaching design mode, it contains the following five basic elements: teaching tasks and objects; Teaching objectives; Teaching strategies; Teaching process; Teaching evaluation. The five basic elements, object, goal, strategy, process and evaluation, are interrelated and mutually restricted, which constitute the overall framework of teaching design. \x0d (1) Teaching Task \x0d Under the new curriculum concept, classroom teaching is no longer just about imparting knowledge, and all teaching activities are centered on the development of students. How to promote students' development and cultivate students' ability in the teaching process is a basic focus of modern teaching philosophy. So teaching has changed from teaching materials to using teaching materials. In the past, teachers mainly paid attention to the problem of "how to teach", so now teachers should first pay attention to the problem of "what to teach", that is, they need to make clear the teaching tasks, then put forward the teaching objectives, choose the teaching content and formulate the teaching strategies. \x0d (II) Teaching objectives \x0d Teaching design can reflect teachers' understanding of curriculum objectives and teaching tasks, and also help teachers complete teaching tasks. X0d new curriculum standard starts from paying attention to students' learning, emphasizing that students are the main body of learning, and teaching objectives are pursued by teachers and students in teaching activities, not manipulated by teachers. Therefore, the main body of the target should obviously be teachers and students. \x0d's teaching goal has established the trinity of knowledge and skills, process and method, emotional attitude and values. It is completely different from the traditional classroom teaching which only focuses on knowledge acceptance and skill training. It is reflected in the goal of classroom teaching, that is, paying attention to the organic integration of knowledge and skills, process and method, emotion, attitude and values, and highlighting the status of process and method. Therefore, in the description of teaching objectives, we should consider knowledge, skills, ability, emotional attitude and so on. (3) Teaching strategies are formulated as so-called teaching strategies. It is a comprehensive scheme composed of teaching measures such as methods, steps, media and organizational forms to achieve teaching objectives and complete teaching tasks. It is the basic basis for implementing teaching activities and the central link of teaching design. Its main function is to work out the best ways, methods and steps to provide students with teaching information and guide their activities according to specific teaching conditions and needs. X0D 1。 Teaching organization form. 2. Teaching methods. 3. Guidance on learning methods. 4. Teaching media \x0d \ In particular, it should be pointed out that blackboard writing, as a traditional conventional media, should still have a place in our teaching and occupy a considerable proportion, so don't ignore the design of blackboard writing when designing media. \x0d (4) Teaching process \ Modern teaching system consists of four elements: teachers, students, teaching content and teaching media. The movement table of the teaching system appears in the process of teaching activities (teaching process for short). Teaching process is the core of classroom teaching design, and it is the analysis of teaching objectives, teaching tasks and teaching objects, the selection of teaching media, the selection and combination of classroom teaching structure types, etc. Will be reflected in the teaching process. Therefore, how to combine these factors well under the new curriculum concept is a big problem in teaching design. (5) Self-evaluation of instructional design \x0d Under the new curriculum concept, the function of instructional design is different from traditional lesson plans, which is not only the basis of class. Teaching design can first urge teachers to think rationally about teaching, and at the same time improve teachers' metacognitive ability in teaching. Only in this way can we truly embody the educational purpose of the dual development of teachers and students.
Question 7: What is a micro-course?
According to the requirements of the new curriculum standards and teaching practice, it refers to recording the whole process of wonderful teaching activities in the process of education and teaching around a certain knowledge point (key and difficult point) or teaching link with video as the main carrier inside and outside the classroom.
Professor Zhang Yichun believes that "micro-lesson" refers to a short and complete teaching activity around a knowledge point or teaching link, which is carefully designed through information-based teaching and displayed in the form of streaming media to obtain the best effect of learners' autonomous learning. Its form is autonomous learning, the purpose is the best effect, the design is meticulous information teaching design, the form is streaming media, the content is a certain knowledge point or teaching link, the time is short, and the essence is a complete teaching activity. Therefore, for teachers, the most important thing is to do micro-lessons from the perspective of students, rather than from the perspective of teachers, reflecting the student-oriented teaching thought.
Four characteristics of micro-courses summarized by Professor Zhang Yichun:
Micro-courses are "neither humble nor supercilious". Although the micro-course is short and not as grand as the general course, it is of great significance and obvious effect and is a very important teaching resource.
Micro-class is "class is not small" Although the micro-course is short, its knowledge connotation and teaching significance are great. Sometimes a short micro lesson is more useful than dozens of lessons.
The micro-class "slowly heats up". Micro-courses are all based on the principle of taking small steps. Explaining one or two knowledge points in a micro-course seems slow, but it is progressing steadily, and the actual effect is not slow.
Micro-courses are "small but not thin". Micro-courses have the function of many a mickle makes a mickle. Through constant micro-knowledge and micro-learning, we can achieve great truth and wisdom.
Question 8: What does ppt of elementary mathematics micro-course contain? When making micro-lessons, teachers need to accurately grasp how many knowledge points are included in the teaching content, and each knowledge point needs to be upgraded at several levels, which levels can be reflected in micro-lessons and which levels should be upgraded in classroom learning.
As an important means of auxiliary teaching, micro-class design should complement self-study report and classroom teaching.
The process of teachers designing micro-courses is the process of fully studying teaching materials, but micro-courses need teachers' ability to explain. In the process of integrating micro-lessons with classroom, we find that when students reproduce and break through the key points, teachers' ability to control the classroom, adjust the group learning state and grasp the opportunity has been promoted to an unprecedented height. How to effectively organize discussion, debate, questioning and hands-on operation among students, so that the teaching objectives can be implemented or even expanded?
Question 9: How does physical education class do micro-courses, and what does it include? There are many ways to make micro-courses in physical education class.
For example, the content of the class was photographed, and later it was accompanied by voice explanation and text explanation;
Or use PPT to make a better PPT with voice, and the effect is good.'
Other content shooting and PPT are not good, which can be expressed and explained by animation.
In short, as long as the course content can be displayed, any way can be used.
Question 10: which link is the most important in the design of micro-courses? 1. micro class.
1, micro-course definition
Micro-class refers to the video and audio that explains a knowledge point in five minutes based on the teaching design idea and using multimedia technology.
These knowledge points can be the interpretation of textbooks, the elaboration of questions, and the induction of test sites; It can also be a knowledge explanation and display of skills such as method teaching and teaching experience.
2. The difference between micro-class and classroom teaching.
Micro-class is a simulation of one-to-one teaching scene, which is different from one-to-many classroom teaching based on teachers. Micro-class is similar to one-on-one tutoring that focuses on students' learning and teaches a knowledge point in a short time.
Micro-class should avoid moving the blackboard, but solve the key and difficult problems that are difficult to solve in traditional teaching.
3. The difference between micro-class and traditional video class.
Compared with the traditional video lessons, which are closed in resources, difficult to modify and mainly taught by teachers, micro-lessons obviously have their own advantages, such as easy to search, easy to spread and wide application. At the same time, the recording object and learning object of the micro-lesson can be anyone.
4. Micro-course production process
Topic selection-lesson plan compilation-courseware making-teaching implementation and shooting-post-production-teaching reflection
Second, the selection criteria
The topic selection of micro-course is the most critical link in the production of micro-course. Good topics can be explained and recorded with half the effort, and bad topics can also make micro-courses ordinary or even mediocre.
1 is the key and difficult point in teaching.
A micro-lesson generally teaches a knowledge point. The choice of this knowledge point is related to the design of knowledge structure. It is a good choice to make micro-lessons according to the key and difficult points in teaching, which is more in line with the original intention of making micro-lessons: sharing teaching resources, solving doubts for students (teachers) and inspiring teaching.
2. Suitable for multimedia expression.
tiny
As a kind of media, the content design of the course should be suitable for the use of multimedia. For the content that is not suitable for multimedia expression, the production result may be futile, because blackboard teaching or activity practice teaching may be adopted.
The effect is better. At the same time, it will make the teaching process mediocre and make the audience lose their desire to learn. Therefore, the topic of micro-course should be suitable for multimedia expression, rich graphics and images, colorful animation and vivid.
Frequency.
Third, the teaching design requirements
Although the micro-course is only a few minutes, it also needs a good teaching design. Good micro-courses should be orderly, and chaotic micro-courses run counter to the concept of micro-courses.
1, suitable for teaching objects
Micro-courses in different students' science sections correspond to students with different knowledge and abilities. Micro-courses should not only be divided into different science sections, but also have the same science section to adapt to students of different levels, such as the same mathematical knowledge point. For students of different levels, teaching methods and even contents should be different. Personalized teaching is also in line with our micro-course concept.
2. Conform to the cognitive process
okay
A good micro-course design should be gradual, and can't develop by leaps and bounds. Students of different ages have different cognitive styles. For younger children, specific knowledge (multiple pictures, animations, videos) is easier for them.
Acceptability, for middle school children, cognitive style has developed to be more receptive to abstract knowledge, which can give students room for imagination and thinking, such as high school Chinese, which can be cultivated through more scenarios, while for lower grade children, scenarios
Training can be distracting.
"Pause" is not necessary for junior students, but it is necessary for senior students. At this time, it is obviously inefficient for students to instill knowledge, and self-thinking knowledge is efficient and constructive.
If the object of study is a teacher, it may take many repetitions to remember because of the decline of memory ability. At the same time, due to the solidification of ideas, there is a certain buffer process for the acceptance of new things. When presenting content and opinions, the turning point should be smooth and slow.
3. The teaching effect of micro-courses
Can effectively solve practical teaching problems; Resolving doubts and doubts in a targeted way can arouse learners' initiative in learning.
Fourth, PPT design
1, content design
A: PPT means that as long as the core content is put in, things at the end of the corner can be expressed through the teacher's mouth and actions. Watching PPT micro-courses according to the script has nothing to do with excellent micro-courses.
B: PPT content design should be enlightening.
C: there should be suspense in PPT content design.
D: layout reflection
2. Layout design
A:
Home page and cover design: it is best to use the home page of PPT as the cover, so that you can know the knowledge points and authors at a glance. As the "face" of micro-lesson, the first PPT should have the following clear "five senses".
Head: If it is a series of micro-courses, you can explain it here; Eyes: the concise title of micro-course; Nose: > >;