? —— Ma Yun
The third (2020) Shenzhen Education Equipment Expo will be held at the Future Education Summit Forum. Ma Jixing team of Jinshi Technology brought two demonstration classes in the afternoon session of "Technology, Class Zero Distance-Typical Class Presentation" to unlock the future education summit forum with innovative teaching mode.
First, information-based teaching-how to treat the recovery of "stall economy"?
This course is a high school political information technology integration course brought by Panther Chen, the leader of the political teaching and research group of Fuzhou Jinshan Middle School, and the students of Class Four of Shenzhen Futian Middle School. In the classroom, we have seen the cultivation of students' literacy ability and the perfect integration of information technology and subject teaching.
1. Clever use of opportunity to stimulate students' thinking.
In this class, Mr. Chen applied the "timing" function of Ma Jixing's efficient interactive learning teaching system to many links. First of all, let the students who get the single and double number feedback device write down "the reasons why the booth economy is good/bad" respectively; Secondly, the groups communicate with each other and explain their reasons within the specified time, so that each student can clearly state the reasons for "good/bad booth economy"; Thirdly, the teacher selects six students by random selection to do the pros and cons respectively, and each student has 1 minute to explain his own views and refute the views stated by the other party. In the intense countdown sound effect, students' thinking is very operational, which can not only present wonderful speeches, but also improve their listening and cooperation skills.
2. Use data flexibly and watch students think.
In the question detection, Mr. Chen asked the students to generate their own voting options and answer them, and saw the students' real learning situation from the distribution of the answers in the class, and then randomly selected people from different options and asked the students to explain the reasons. At this time, Mr. Chen was not in a hurry to tell the students the answer, but asked the group to discuss it and then answer it twice. From the data comparison of the two answers, it can be seen that the number of students who choose option A increases, while the number of students who choose option D decreases. What did Mr. Chen do after getting such data? Using the systematic selection function of Ma Jixing's efficient interactive learning teaching system, she gives priority to students who change their answer options, asks them to share the reasons for changing their answer options, analyzes the reasons for not choosing other options, and clarifies the problems and concepts. Flexible use of data to see students' thinking.
Second, project-based learning-Maker Animation: Legend of Silk Road (2)
This class is a project-based learning class brought by Wang Jun, an off-campus maker tutor of Shenzhen Nanshan Foreign Language School (Group) Binhai Primary School, and the students of Class Two, Grade Five. We see that students actively participate in the classroom in an interesting learning environment, naturally apply multidisciplinary knowledge and skills, and give full play to their creativity and imagination.
1. Experience in practice and learn in practice.
This class is the second class of Maker Animation: Legend of Silk Road. The students have finished the script creation, props production and some shooting contents. This class is mainly about adding background music. Teacher Wang randomly played a group of works about Zhang Qian's experience of being arrested twice when he was abroad. Please add appropriate music according to the theme of the work. Some students said they should choose the sad ones, some students said they should choose the funny ones, and some students said they should choose the passionate ones. What kind of music should be added to meet the theme of the story? Teacher Wang randomly selects three different types of music and adds them to the animation one by one, so that students can feel it. At this point, the students presented a completely different answer. From personal experience, they understood that background music should play a role in setting off the content of the story, enhancing emotional expression and making the audience feel immersive.
2. Be able to share, dare to reflect and present a real classroom.
In the class of Maker Animation, students dare to share, reflect actively and present the real classroom style. In the final sharing and reflection session, Mr. Wang asked the students to talk about their own gains and feelings. We see students "complaining" and "blaming" each other. They didn't "perform" or "put on a show" because it was an open class or a live class, but expressed their deep feelings, presented real classroom problems, and reflected the lack of students' cooperation ability in today's times. I believe that after discovering the crux of the problem, students will be more and more involved in project-based learning in the future.
Third, expert comments-from student-oriented to student-centered
After class, Dr. Wang Xuyi, a doctor of information engineering and an expert in information teaching application in Taiwan Province Central University, commented on the two classes from the perspective of "road map of classroom teaching reform", and thought that the two classes showed the "student-oriented" and "student-centered" classroom teaching modes respectively.
In the teacher's classroom, Mr. Chen arranges the teaching content reasonably, collects students' learning data through the feedback device in students' hands, the teacher's mobile phone and classroom interaction activities, and then makes accurate teaching decisions based on these data to realize the student-oriented classroom model. In Wang Jun's class, by creating real scenes, students can actively participate in learning, break down barriers between disciplines, cultivate students' most important high-level abilities such as creativity, inquiry and cooperation, and pay attention to the cultivation and improvement of students' comprehensive abilities, so as to achieve a student-centered classroom model. These two teaching modes provide guidance for promoting the cultivation of innovative talents and the reform of teaching mode.