With the rapid development of mobile Internet, mobile terminals and other technologies, we have ushered in a micro-era: Weibo, micro-novels, WeChat, micro-movies and other micro-era products are rapidly popularized in society, and micro-courses have also emerged in line with the times.
Micro-course is a very popular new teaching form in recent years. What is the definition of micro-course? There is no clear concept in China. Hu Tiesheng, a researcher of Foshan Education Bureau, Guangdong Province, put forward the concept of micro-course earlier in China. He defined micro-class as an organic combination of various resources that reflect teachers' learning activities in the classroom teaching process, with video as the main carrier, according to the new curriculum standards and teaching practice requirements. Professor Li Touhou of Shanghai Normal University believes that micro-class is a concept corresponding to "class" and a new concept appearing in flipping the classroom. He defined micro-lesson as "a small course with clear teaching content, short content and concentrated explanation of a problem in 10 minutes", mainly using "micro-video" as the medium to record the knowledge and skills imparted by teachers.
From different scholars' definitions of micro-courses, we can see that the core of micro-courses is a word "micro", micro. That is, in a short time, in the form of micro-video, a small knowledge point is taught. Effective micro-courses can effectively improve the quality of course teaching. Professor Ke Qingchao from the Institute of Educational Technology of South China Normal University summed up four characteristics of effective micro-courses: miniaturization, high quality, serialization and specialization. In the information age, when the internet is becoming more and more popular, these characteristics of micro-courses determine that micro-courses have become a popular teaching method in modern society, especially in the network society.
Micro-course needs to explain a certain knowledge point in a short time, and this teaching form will be very different from the traditional teaching mode. This paper will analyze the design concept of micro-courses with a case study of Chinese micro-courses.
First, the topic is clever, and the topic is small and precise.
A good beginning is half the battle. How to choose a topic is the key to making micro-courses, and scientific topic selection is also the prerequisite for the success of micro-courses. Looking at the teacher's award-winning micro-lesson on the micro-lesson network, I found that the teacher's topics are all very small, such as punctuation-three positions of tips, composition guidance-three ways of self-introduction, getting to know Tian Zige and learning basic strokes ... The experience of watching the award-winning micro-lesson tells me that the topic of the micro-lesson must be small, aiming at the small knowledge points in the usual teaching process. According to the characteristics of small and precise topic selection, combined with the situation that many students hold the pen incorrectly at the beginning of school or in the middle and high school stage, the author sets the topic selection of micro-course as "pen holding posture". Combining with the students' reality, the strokes are refined, aiming to make the refined strokes enable students to master the correct strokes through micro-lessons.
Second, the selection of materials is wise and the text is concise and clear.
In addition to choosing the right topic, it is also very important to choose the materials carefully for the success or failure of micro-courses. The adoption of micro-course teaching means aims at improving teaching efficiency, and its manifestation determines that micro-course teaching cannot be realized through a large number of exhibitions and detailed explanations. The production of Chinese micro-courses is largely recorded in the form of slides. Due to the limited capacity of slides, if a large number of words are presented in the form of slides, it will give people a dense feeling, and viewers will not even be interested in watching them.
In addition, the number of slides should not be too much. Therefore, when selecting materials, we should be good at extracting and selecting relevant content, and present it on the slide in the form of keywords, so that people can see it at a glance. When making the "pen-holding" lesson, the author mainly focuses on "pen-holding" and grasps the materials that students need to choose the pen-holding posture: pictures of the pen-holding steps, pictures of the correct pen-holding posture and pictures of the wrong pen-holding posture that students are prone to make in the actual writing process. Then use ten slides to explain, let the students follow the video operation, and let the students understand and practice the essentials of holding the pen in the form of practical exercises. Where will the students operate the slides? This can arouse students' interest in learning, because with operation exercises, students can concentrate when listening to lectures. Successful micro-lessons can help students understand the essentials of knowledge points and form their own skills.
Third, flexible design and clever design.
Good instructional design is half the battle. Limited by the short and pithy characteristics of micro-courses, the content of a micro-course is bound to be limited. Therefore, when designing micro-courses, we must cut into the theme simply and clearly, and quickly relate the theme. The design of important and difficult points should also be simple and clear. Let students master some knowledge points through 5 to 15 minutes of micro-class learning. For example, the design of the "pen grip" is as follows:
The course focuses on:
Master the correct pen holding posture.
The difficulties of this course are:
Get rid of the wrong pen holding posture.
Breakthrough method:
Mastering the correct pen holding posture and judging the wrong pen holding posture through practice further deepened the impression of the correct pen holding posture.
The cases cited in this paper are designed for primary school students of all ages. The purpose is to learn the correct pen holding posture and get rid of the wrong pen holding posture. Therefore, in the design process, combined with the characteristics of primary school students' easy inattention, operational knowledge is added, which avoids the singleness of teaching and presents the practicality of hands-on. Therefore, it is easy for students to master the correct pen-holding posture and get rid of the wrong pen-holding posture from explanation to actual operation in the whole micro-course learning process.
In the design of micro-courses, the summary should be scientific and quick. A good micro-lesson summary can make the finishing point, not only deepen students' impression of the knowledge points of this micro-lesson, but also consolidate the knowledge points.
Fourth, the recording is fine and the video is clear.
Video recording directly affects learners' interest in learning, so in the process of video recording, there should be clear pictures and pleasant sounds. In the school's micro-course production training class, I listened to the experience sharing of the award-winning teachers of micro-courses. In order to record satisfactory videos, many teachers choose to record them in the early hours of the morning. Once a slip of the tongue occurs in the recording process, it has to be re-recorded, so the most difficult thing is the recording of micro-courses.
Because the school does not have a special micro-lesson studio, it needs a particularly quiet environment to record high-quality videos. The author also chose to lock the doors and windows after 12 in the evening when recording the micro-lesson of Holding the Pen. In the process of recording, we should pay special attention to the speed and intonation, and the sound quality will also affect the mood of watching micro-lessons. The recording time of the whole micro-course is only more than five minutes, but it took several nights to record and modify it repeatedly. After recording, please ask the technician to cut off the extra parts. After cutting and merging, there is nothing extra in the micro-course, which looks clear and smooth.
In short, in the process of making micro-courses, we should seriously grasp the concept of micro-courses, master the key points of making micro-courses, make micro-courses simple and clear, and let students learn while watching and quickly grasp the knowledge points. As teachers, we should master the skills of making micro-courses, fully apply the advantages of micro-course resources to Chinese teaching and improve the quality of Chinese classroom teaching.
Teaching Design of Chinese Micro-course in Primary School Part II Design Intention:
There are hundreds of figurative sentences in general primary school Chinese textbooks. The use of these figurative sentences makes the language in the text vivid and can arouse students' rich associations. Teachers can bring students into a colorful world through the teaching of figurative sentences. More importantly, the teaching of figurative sentences can promote the development of children's thinking in images and further improve students' oral and written expression ability.
Analysis of learning situation:
At present, the teaching of figurative sentences is still a weak link. Many teachers believe that primary school students have a weak knowledge base and low thinking ability, so it is not easy to teach figurative sentences or they can only teach figurative sentences very simply. This view is negative, backward and unrealistic. With the development of science and technology, economy and the improvement of family living conditions, children's horizons are constantly expanding. Most children know a lot before they enter school. After entering the school, their ability to accept new things has been greatly improved due to the interaction between classmates. In addition, the appearance of figurative sentences in primary school Chinese textbooks basically follows the principle of from easy to difficult and step by step. All these are in line with the intuitive thinking characteristics of primary school students and create favorable conditions for us to teach figurative sentences.
Teaching objectives:
1. Understand the function and characteristics of figurative sentences.
2. Learn to write figurative sentences.
3. Cultivate students' interest in writing figurative sentences and make them willing to express and write words.
Teaching emphases and difficulties:
1, understand the expressive characteristics of figurative sentences.
2. Learn to write figurative sentences initially.
Teaching process:
Look at the sentences first to understand the function of "figurative sentences".
1, picture: Apple. How to write this apple vividly?
2. Feel the role of figurative sentences through comparison.
The trees are covered with red apples.
The tree is covered with red apples, like small red lanterns.
3. Summary: Good figurative sentences can describe things vividly, make the truth easy to understand and add color to the article.
Second, appreciate sentences and get the characteristics of "figurative sentences".
1. Appreciate beautiful metaphors.
The stars in the sky are like bright gems.
The green watermelon is like a ball.
The red sun is like a big fireball.
The curved moon is like a boat.
2. Observe sentences and find out the characteristics of figurative sentences.
Features 1: Metaphorical words.
Feature 2: There are two similar things.
3. summary.
Third, practice consolidation and summarize the writing of "figurative sentences".
1, basic exercise.
Connect two similar things.
Aircraft-Dragonfly, Ginkgo Garden-Fan, Mushroom Umbrella, Dovetail-Scissors.
Write a fluent figurative sentence according to the connected things.
1) Ginkgo biloba leaves are like handfuls of beautiful small fans.
2) The dragonfly in the sky is like a small plane.
3) The mushrooms in the forest are like an umbrella.
4) The swallow's tail is like a pair of scissors.
2. Improve consolidation exercises.
Complete the figurative sentence.
The leaves on the tree fall like butterflies.
Carambola sometimes looks like a five-pointed star.
Fourth, encourage summarization and stimulate the interest in writing "figurative sentences".
Practice more and write more figurative sentences. The articles are vivid and energetic.
Teaching Design of Chinese Micro-course in Primary School Part III Teaching Objectives;
1. Understand the characteristics and functions of personification sentences.
2. Can distinguish between figurative sentences and anthropomorphic sentences.
3. Be able to rewrite ordinary sentences into anthropomorphic sentences.
Teaching process:
First, understand what anthropomorphic sentences are and what role anthropomorphic sentences play.
In today's micro-lesson, we will have a special training on "anthropomorphic sentences".
First of all, let's understand what anthropomorphic sentences are and what their functions are.
Second, distinguish between figurative sentences and anthropomorphic sentences.
In my usual homework, I found that some students easily confuse figurative sentences with anthropomorphic sentences. Let's make a distinction.
Metaphorical sentences: generally divided into three parts: ontology, vehicle and figurative words. Ontology and carrier have similar characteristics, but they are essentially different. The monkey is as naughty as a little boy. The object of the sentence description is that the ontology is a monkey and the metaphor is a little boy. Both ontological monkeys and metaphorical boys have naughty characteristics, but they are essentially different. Obviously, the monkey is compared to a naughty boy, so this is a metaphor.
Anthropomorphic sentences: generally divided into three parts: noumenon, anthropomorphic words and quasi-body, but quasi-body does not appear in sentences. Birds are singing on the branches. If the ontology (bird) is anthropomorphic (singing), how can birds sing? Obviously, the bird was written as a singer, giving it human characteristics. From the formal point of view, the sentence does not appear quasi-body, nor does it appear the symbol of figurative sentences-figurative words, so it is anthropomorphic.
It can be seen that the key to judging anthropomorphic sentences is to find anthropomorphic words and see if the things in the sentences are written by adults. Secondly, there can be no figurative words and parody (words representing characters).
Knowing the above differences, it is not difficult to distinguish between metaphor and personification, and it is not necessary to conclude that it is personification at the sight of sentences with "people".
Third, use anthropomorphic methods to write sentences vividly.
Knowing the personification sentence, we will apply what we have learned according to the characteristics of personification sentence, and try our best to turn the following short and hard sentences into vivid personification sentences.
Courseware shows sentences that need to be rewritten:
1. Spring is coming.
2. The stars twinkle in the sky.
Wicker is floating in the wind.
4. Small fish swim around in the water.
Students report and communicate, and the teacher randomly guides them:
1. According to the beautiful characteristics of spring, imagine that spring is a spring girl, then this sentence can be rewritten as …
2. According to the characteristics of twinkling stars, imagine the stars as happy blinking boys, but there can be no figurative words. If there are figurative words, they will become figurative sentences. We can change it like this. ...
According to the appearance characteristics of Liu, we can regard Liu as a beautiful girl with long hair and graceful appearance, so this sentence can be written as …
4. Grasp the word "swimming around" and imagine a small fish as a lively and lovely child, playing hide-and-seek in the water, chasing each other and swimming. Give it people's mood and action, so this sentence can be written as …
This is the end of today's micro-lesson. I hope that students will do more exercises like this in the future and consciously use anthropomorphic methods to describe what they see in life.