? Learning experience of micro-course 1
? Micro-course-the product of this new school-based teaching and research form, I feel quite confused. When I have time, I will enter the teacher's network to study and look at the micro-lessons inside. If you watch too much, you will realize the Tao. "Micro-class" is actually a class without students, that is, the teacher teaches students without students according to the pre-designed teaching plan. It adds "lecture" and "defense" to the traditional activities of attending and evaluating classes. It has the following characteristics:
? 1. Micro-courses are different from normal teaching and research activities.
? "Micro-class" can be held in the office or other places. The object of observation and research is mainly the teaching of teachers, and the state of students can only be guessed. The main goal of this activity is to help teachers improve their teaching plans and train their teaching skills.
? 2. "Micro-course" is small in scale, short in time and strong in participation.
? Teachers participate in activities within subject groups. The time for each person to attend the "class" and be evaluated is controlled at about 5 minutes, and those who listen to the "class" are composed of other participants (teachers and professionals in the same group). In the activity, every teacher not only shows his preparation for a class, but also learns from peers and professionals as a student, and participates in the self-evaluation and other evaluations of teaching effect, constantly reflecting and modifying his preparation before class, summing up experience and improving his ability.
? 3. The feedback of "micro-lesson" is timely, objective and targeted.
? Because of the concentrated "classroom without students" activities in a short time, participants can hear others' comments on their teaching behavior in time and get feedback information. Compared with normal lectures and evaluation activities, "selling now" is immediate. Because it is a "rehearsal" in the group before class, everyone can participate together, learn from each other, help each other and improve together, which will alleviate the psychological pressure of teachers to some extent, and will not worry about the "failure" of teaching and the "offending people" of evaluation, which will be more objective than normal class evaluation.
? I really feel that although the micro-class is a class without students, the teacher who attends the class must have students in his heart. Only in this way can teachers' teaching skills and teaching quality be truly displayed. Micro-class is actually a teaching mode of spiritual exchange and interaction between teachers and students. If you have work in your heart, you can be good at miniaturization and improve your teaching skills.
? Micro-course learning experience II
? This online learning is different from the past. Everyone is watching the micro-class. What is a micro-course?
? With the development of media technology, "micro-culture" has emerged quietly, forming many micro-communities ―― Weibo, WeChat, micro-interviews, micro-movies, micro-novels, etc. China has quietly entered a "micro-era".
? What is micro-lesson? Micro-lesson "is actually a class without students, that is, the teacher teaches students without students according to the pre-designed teaching plan." It adds "lecture" and "defense" to the traditional activities of attending and evaluating classes. It has the following characteristics:
? 1. Micro-courses are different from normal teaching and research activities.
? "Micro-class" can be held in the office or other places. Its observation and research objects are mainly teachers' teaching, and students' state can only be guessed. The goal of this activity is to help teachers improve their teaching plans and train their teaching skills.
? 2. "Micro-course" is small in scale, short in time and strong in participation.
? Teachers participate in activities within subject groups. The time for each person to attend the "class" and be evaluated is controlled at about 5 minutes, and those who listen to the "class" are composed of other participants (teachers and professionals in the same group). In the activity, every teacher not only shows his preparation for a class, but also learns from peers and professionals as a student, and participates in the self-evaluation and other evaluations of teaching effect, constantly reflecting and modifying his preparation before class, summing up experience and improving his ability.
? 3. The feedback of "micro-lesson" is timely, objective and targeted.
? Because of the concentrated "classroom without students" activities in a short time, participants can hear others' comments on their teaching behavior in time and get feedback information. Compared with normal lectures and evaluation activities, "selling now" is immediate. Because it is a "rehearsal" in the group before class, everyone can participate together, learn from each other, help each other and improve together, which will reduce the psychological pressure of teachers to a certain extent, and will not worry about the "failure" of teaching and the "offending people" of evaluation, which will be more objective than normal class evaluation.
? I really feel that although the micro-class is a class without students, the teacher who attends the class must have students in his heart. Only in this way can teachers' teaching skills and teaching quality be truly displayed. Micro-class is actually a teaching mode of spiritual exchange and interaction between teachers and students. If you have work in your heart, you can be good at miniaturization and improve your teaching skills. I think it is still difficult to record micro-courses, and I will continue to study new things hard in the future. As the saying goes, it is never too old to learn. I really need to recharge myself in my spare time. I haven't learned how to record and edit micro-courses, and I still have a lot to learn in the future.
? The starting point of micro-course can be high or low, and it has strong applicability. Even remote schools can study as long as they have internet and computers. It can be said that "everyone has a starting point, schools have a starting point, everything has a starting point, and there will always be a starting point".
? Micro-course learning experience 3
? Recently, entrusted by the school, five of us went to Suzhou to participate in the fifth national advanced seminar on micro-course design and reverse classroom teaching practice in primary and secondary schools. "Flip classroom", a teaching mode that can highlight personalized learning, makes us have to re-examine our inherent teaching philosophy and established thinking mode. What is "flipping the classroom" and how to "flip it"? Through this study and some search, I have a further understanding of "flipping the classroom":
? First of all, what is a "flip classroom"
? The definition of "flip classroom" is that the teacher makes a video, and students watch the teacher's explanation in the video at home or after class, complete the relevant tests and ask questions. In class, teachers and students communicate face to face, complete homework and give personalized guidance, so that students form a new knowledge structure. As we all know, the traditional classroom teaching is that teachers give lectures in class and assign homework for students to practice at home. The "flip classroom" almost subverts the traditional teaching. According to the teaching video of about 10 minutes made by the teacher, students are constructed to study independently at home at night, and several targeted tests have been completed. In the classroom, teachers and students interact to exchange learning content, which increases the interaction and personalized contact time between students and teachers, and meets the requirements of mastering knowledge and improving ability. It is a subversion or reversal of traditional teaching. It not only changes the order of learning, but also breaks the limitation of time and space, making students responsible for their own learning and realizing the reproducibility of learning. Teachers are no longer "saints" on the podium, but become coaches of students' personalized education.
? Second, how to start "flipping the classroom"
? By listening to Professor Hu's lecture, we should do the following before we start recording micro-lessons:
? 1, draw a knowledge map. Organize the chapter knowledge points that are about to flip the classroom production.
? 2. enumerate knowledge. To summarize the knowledge points in this chapter, it is necessary to make clear the goals that students must master and the content that the video needs to show in the end.
? 3. Make a design plan. When collecting and creating videos, we should consider the differences between different teachers and different classes to make teaching steps, arrange teaching content, allocate video time and so on. Personally, I think that micro-lessons only focus on the key points but not the difficulties, and leave the difficulties in class for students to exchange and discuss, which can deepen students' understanding of the difficulties.
? 4. Determine the record form. Students' ideas should be considered in the production process to adapt to different students' learning methods and habits.
? 5. Organize classroom activities. After the course content is delivered to students after class, it is necessary to carry out high-quality learning activities in the classroom, guide students to create content, improve students' ability to solve problems independently through inquiry-based activities, and give students the opportunity to apply what they have learned in a specific environment.
? Third, what did the "flip classroom" flip?
? Flip-over classroom takes "learning situation research, learning resources pre-placement, targeted counseling for students with learning difficulties, and final promotion" as the classroom promotion mode, which reconstructs the basic teaching process for us. His subversive changes to the traditional classroom not only confused us, but also opened our eyes.
? 1, "flip" allows students to control their own learning.
? After flipping the classroom, students can use teaching videos to arrange and control their own learning according to their own situation. Students can watch the teacher's video explanation after class or at home, which can be carried out in a relaxed atmosphere; You don't have to be as nervous as a teacher in class, worrying about missing something, or being distracted and unable to keep up with the teaching rhythm. Students can watch videos at their own pace. If they understand, they can fast-forward and skip. If they don't understand, they can read it again and again. They can also stop to think carefully or take notes. They can even ask teachers and peers for help through chat software. In teaching activities, teachers carefully decorate the teaching environment and arrange teaching links reasonably, so that students can truly become the main body of learning and education can be more humanized with the support of technology.
? 2. "Flip" increases the interaction in learning.
? "Flipping the classroom" is not to overthrow the original theory, but to change the concepts of teachers, students and classrooms under the new situation. The biggest advantage of flipping the classroom is to comprehensively enhance the interactivity of the classroom, which is reflected in the relationship between teachers and students and the relationship between students and students. When teachers become more instructors than content transmitters, teachers will have the opportunity to observe the interaction between students and provide targeted counseling for students with problems or learning difficulties. Adopting this model can further enhance the interactivity in the learning process and help learners improve their communication, cooperation and innovation abilities.
? 3. "Flip" makes the communication between teachers and parents deeper.
? Flipping the classroom has changed the content of our communication with parents. We all remember that for many years, at the parent-teacher conference, the most frequently asked questions were about their children's performance in class, such as listening quietly, behaving respectfully, raising their hands to answer questions and not disturbing other students. These seem to be the characteristics of good study, but we are struggling to answer them. Because after we flip the classroom, these questions are no longer important in the classroom. The real question now is: Are the children studying? What can we do to help them study if they don't study? This deeper problem will lead teachers to discuss with their parents how to bring students into an environment and help them become better learners.
? 4. After studying, some reflections on yourself.
? First, put the tutorial plan in place, every student should make good preparations before class, complete the exercises of the tutorial plan, and cultivate the self-study ability of the whole class; The second is to make outstanding students better. Some students can catch up with each other through continuous self-study, and then improve themselves through classroom explanation. The third is to drive underachievers. Catch one or two students with the worst subjects every week, and give some rewards and punishments through the constant roll call of some basic questions in class, so that these students can keep up with the learning rhythm of the class.
? Through the study of this lecture, I deeply realized that with the development of information technology and the improvement of teachers' professional ability, some traditional educational forms are gradually being replaced by a student-centered and dynamic educational form, and flipping the classroom is an important practical form to realize this transformation. Of course, there is still a long way to go to turn it into our teaching philosophy and practical behavior, and we need to keep exploring and find a suitable "flip classroom".