The core content of "micro-lesson" is classroom teaching video (lesson fragment), which is different from traditional teaching resources such as single lesson, teaching courseware, teaching design and teaching reflection, and is a new teaching resource inherited and developed on its basis.
Micro-course only teaches one or two knowledge points, without complicated curriculum system and numerous teaching objectives and teaching objects. Micro-courses are aimed at specific target groups and deliver specific knowledge content. A micro-course itself should be systematic, and the knowledge expressed by a group of micro-courses should be comprehensive.
It is useful for any subject.
For example, students want to learn a certain knowledge point independently through teaching resources, and micro-courses can help them complete it.
Under what circumstances is it suitable to use micro-courses in mathematics teaching?
This semester, under the impetus of the research group, I carried out practical exploration of micro-courses. In the practice of mathematics teaching, I don't use micro-courses across the board, but try several special courses to promote curriculum reform, hoping that my practice and exploration can stimulate students' learning motivation. The following are some successful cases, which I think are concept teaching, typical examples and exercises teaching and review guidance.
First, the concept of teaching classes
Mathematical concepts are the basis for students to learn mathematics and accept new knowledge. Accurately and thoroughly understanding and mastering the concepts in mathematics classroom learning is a necessary condition for students to learn mathematics well. The teaching of mathematical concepts in primary schools plays a very important role in the whole teaching stage and even the whole mathematics. However, primary school students' understanding ability and reading ability are weak, and teachers often spend a lot of energy to master concepts in the teaching process, but the effect is not ideal. How to make students remember the concept on the basis of thorough understanding, it is important to explain the concept easily and understand its connotation and extension. This can help students to review concepts anytime and anywhere by using micro-lessons and recording concepts in easy-to-understand language, which is very helpful for students to master mathematical concepts.
For example, with regard to the concept of an angle in the "Preliminary Understanding of an Angle", teachers can combine the graphics of an angle in the micro-lesson to dynamically show the various parts that make up the angle, and at the same time tell that "starting from a point, the graphics composed of two straight lines are called an angle, this point is called a vertex, these two straight lines are called edges, and an angle has a vertex and two sides". It is not only helpful for students to make these knowledge into micro-courses.
Second, the teaching of typical examples and exercises
Creating and selecting typical examples is an indispensable and important link in mathematics classroom teaching. Creating typical examples is the teaching feature of mathematics, which can not only get twice the result with half the effort, but also gradually cultivate students' knowledge transfer ability. In the process of making and teaching micro-courses, my students and I have tasted the sweetness, and some students with poor foundation have also fallen in love with math classes.
For example, cross a point outside the straight line to make a vertical line, measure the angle, measure the length and so on. Taking angle measurement with protractor as an example, this paper explains the measurement method through PPT animation demonstration and presents it to students in the form of words. If you record the whole process of measuring angle with a protractor in your hands and show it to students, students will better understand how to use the protractor in practical operation. It is not only more intuitive, but also much less than making PPT and customizing animation.
For example, when teaching "planting trees", students are reminded that the topic to be done is "planting at both ends" through the micro-lesson video, and pictures will be given to students to let them know what "interval" is. Then, the example is transformed into a simple line graph by using the method of changing the difficult to the easy, in which two lines appear at three points and three lines appear at four points ... to guide students to abide by the law that the number of points drawn is always one more than the number of lines obtained. Finally, the author uses a path instead of a line segment and a small tree instead of a point on the line segment, and then observes and finds the law between them: the number of trees planted is always one more than the number of intervals. Come to this conclusion, the problem in the example will be solved. Students are not only interested in learning, but also solve important and difficult problems in a subtle way.
Third, review the guidance.
In the general review, we have to face the outstanding problems of less time, more content and higher requirements. The student base is uneven. How to improve every student in the review stage is the biggest problem I have faced since I taught. For the sake of students' progress, many teachers do not hesitate to work overtime, and use sea tactics to improve students' grades, which harms students' physical and mental health. How to improve the efficiency of unit review? I tried microteaching when reviewing parallelogram units. I recorded a video of knowledge point induction and a micro-video of several typical exercises, such as easy questions, medium questions and difficult questions. The students allocated time to watch according to their own situation, and completed the knowledge structure map and corresponding review questions in this chapter. After returning to the classroom, work in groups, evaluate each other's homework, ask questions, show excellent homework, students explain the ideas and methods of solving problems, compete among groups, and the teacher makes supplementary comments. Students generally think that they have reached a higher level in the unit test. ......
Excuse me, what are the skills of making mathematics micro-courses in primary schools?
We should consider the production characteristics of micro-courses, that is, the arrangement of topic selection and course production should be reasonable, followed by the recording of micro-courses. I think this is a difficult point and we should pay more attention to it. In micro-classes in primary schools, students are younger and have poor learning ability. We should use the flash micro-lesson scheme provided by Desheng Zhizhi class and use the effect of FLAS * * * to guide students' learning.
What is the role of "micro-lesson" in mathematics teaching?
In the network era, with the rapid development of information and communication technology, micro-courses will have a very broad educational application prospect, just like blogs and Weibo.
(1) The implementation of micro-courses can promote students' effective autonomous learning.
1, providing students with an environment for autonomous learning;
2. It can better satisfy students' personalized learning of knowledge points in different disciplines;
3. The teacher is no longer a saint on the podium, but a mentor around him;
4. Choosing learning according to needs can not only check and fill gaps, but also strengthen and consolidate knowledge;
5. The best carrier for students to extend personalized reading after class;
6. An important supplement and expansion of traditional classroom learning;
7. The content is permanently saved and can be consulted and modified.
(2) The implementation of micro-courses can promote the development of teachers' professional level.
1, select a theme.
The teaching goal is clear, the teaching content is clear, and the teaching is designed according to calculation teaching, difficulty breakthrough, introduction before class, or extension. Deepen teachers' further understanding of the knowledge content of teaching materials.
2. Design content
Study the learning situation more fully when preparing lessons, so that there are no students in the classroom and only students in my mind. It is necessary to grasp the teaching rhythm accurately, at an appropriate speed, and thoroughly understand the teaching materials. We should master modern information technology skillfully, because the core content of micro-course is teaching video, which has formed a theme resource package integrating teaching design, multimedia materials and courseware.
3. Improve teachers' ability to explain and summarize knowledge.
Teaching language should be concise, logical and easy to understand. The explanation process should be smooth and compact. Teachers should consider the actual situation in the process of preparing lessons, so as to have an attractive and wonderful class.
4. Broaden teachers' horizons.
In order to expand the knowledge points, we must consult the information and enrich the content, so as not to appear vague and empty. Then, while expanding students' horizons, it also enriches teachers' teaching resources. Teachers and students can realize "tacit knowledge" in this real, concrete and typical case-based teaching situation, and realize the transmission and promotion of teaching concepts and skills, thus rapidly improving teachers' classroom teaching level and promoting teachers' professional growth.
5. Reflection improves teachers' self-criticism ability.
In the whole teaching process, teachers have experienced a gradual and spiral process of "research-practice-reflection-re-research-re-practice-re-reflection". Teachers' teaching and research level and ability are also constantly improving.
6. Promote teachers to master modern information technology faster and keep up with the times.
Doing micro-lessons requires understanding and mastering many related software, such as PPT, screen recording, screen capture and so on.
Micro-lessons will eventually make teachers ask questions, think, discover and change from the details of habits, from learners to developers and creators, and enjoy growth in simplicity, fun and fun.
(C) the development of education itself
The current craze for micro-courses is a reflection and revision of the construction of video teaching resources in the past In the past, a large number of "classroom record" video resources were recorded, but these resources are large, wide and long, so it is difficult to use them directly. Micro-course platform is the foundation of regional micro-course resources construction, sharing and application. On the basis of satisfying the micro-course resources and daily "construction and management", the platform functions should add functional modules that are convenient for users to "apply and learn" and form a "one-stop" service environment for micro-course construction, management, application and research for schools and teachers to choose and develop. Communication and application is the ultimate goal of micro-course platform construction. Recommend and display excellent award-winning micro-courses to teachers and students through centralized display, expert comments, sharing and communication, etc. Regularly organize activities such as observation, study, evaluation, reflection and discussion in the "micro-course library" to promote the formation of a new model of school-based research and regional online teaching and research based on micro-courses and realize resource sharing.
No matter for students or teachers, micro-class is undoubtedly an ideological reform. It promotes the autonomous learning mode and provides opportunities for teachers to improve themselves. Finally, the goal of efficient classroom teaching is achieved.
How to record the math micro-course?
I recorded a math micro-class, which was recorded in Deshengzhi class and also in Baidu video. You can see v.baidu/...=utf-8..
What simple primary school mathematics can be used as a micro-course?
not have
I am a math teacher, how to do math micro-courses?
There are two ways to make micro-courses. One is to record by yourself, using some recording software, but it is difficult and the effect is not very good. The other is to find a micro-course production company, such as Desheng Zhike, which is more effective.
What are the contents of high school mathematics suitable for micro-courses?
Basically, it depends on the content of the class you want to take. For example, this knowledge point is profound, so you can talk about it in a simple way or divide it into several classes.
You can also talk about some thinking methods, such as reduction, combination of numbers and shapes, special value method, equivalent transformation method and so on. Just attach a few examples.
What does ppt include in elementary mathematics micro-course?
When making micro-lessons, teachers need to accurately grasp how many knowledge points the teaching content contains, 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?