Teaching resources are all kinds of available materials and other conditions for effective teaching, which can be understood as all material conditions, natural conditions, social conditions and media conditions that can be used for education and teaching, and are the sources of teaching materials and information. It usually includes teaching materials, cases, movies, pictures, courseware, etc. , as well as teacher resources, teaching AIDS, infrastructure, etc. , but also should involve education policy in a broad sense. Broadly speaking, teaching resources can refer to all the elements used by teachers in the teaching process, including people, money, materials and information that support and serve teaching. Narrow teaching resources (learning resources) mainly include teaching materials, teaching environment and teaching backup system.
What does it mean to make clever use of curriculum resources?
With the appearance of Windows operating system, the mouse has become a necessary input device for computers, which makes the complex command line input method simple and easy. However, the mouse is not omnipotent, especially when performing some specific operations, it is more convenient to use shortcut keys. The following are some Shift-related shortcut keys, which can improve work efficiency if used properly. \ r \ n \ r \ Unless otherwise specified, the following skills are applicable to Win9x\\/ME\\/2000. \ r \ n \ r \ nSelect multiple files and folders: \ r \ n \ r \ nTo select multiple files, first select the first file, and then press Shift to select the last file, so that all files between the two files will be selected. You can also use Shift and arrow keys to select. This shortcut key is suitable for explorer and dialog box, as well as folder selection. \ r \ n \ r \ nDelete files and folders completely: \ r \ n \ r \ nWhen deleting files and folders, press Shift+Del and press Enter to confirm that you can delete files directly instead of putting them in the Recycle Bin. \ r \ n \ r \ nClose all folder windows: \ r \ n \ r \ nIf you open a folder, please choose to open a different folder in a different window. Holding down the Shift key and clicking the Close button will close the folder window and all its parent folder windows. You can open the file in a new window by holding down the Shift key when opening the file. \ r \ n \ r \ nSkip the startup program: \ r \ n \ r \ n win 98 Hold down the Shift key when starting until the startup is completed, which can cancel the function of the automatic startup program, skip the hardware detection and realize fast startup. \ r \ n \ r \ nDelete CD autoplay: \ r \ n \ r \ nHold down the Shift key while loading a CD to delete its autoplay function. \ r \ n \ r \ nClick Restart: \ r \ n \ r \ nWhen Win98 is closed, hold down the Shift key and select Restart Computer, and the computer will restart Win98 without performing a warm boot. This shortcut key is very practical when you need to restart the system after changing the settings, which reduces the startup waiting time. \ r \ n \ r \ nForced move: \ r \ n \ r \ nFor some files or folders that cannot be moved due to attributes, you can hold down the Shift key while moving to achieve the effect of forced move. \ r \ n \ r \ nToggle full/half-width state: \ r \ n \ r \ nPress Shift ++ Spacebar. \ r \ n \ r \ nToggle the sticky key switch: \ r \ n \ r \ nPress the Shift key 5 times. \ r \ n \ r \ nPaste the object quickly: \ r \ n \ r \ nYou can paste the contents of the clipboard by pressing Shift+Insert in the edit box or standard Windows application. \ r \ n \ r \ nChange the file association: \ r \ n \ r \ nWhen you don't want to open the file in the default program, press and hold S...> & gt
What do Chinese curriculum resources mean?
In the Chinese curriculum standards, there are special words about curriculum resources and their development and utilization, such as: "Chinese curriculum resources include classroom teaching resources and extracurricular learning resources, such as textbooks, teaching wall charts, reference books, other books, newspapers, movies, television, radio, internet, reports, lectures, debates, seminars, drama performances, libraries, museums, memorial halls, etc." "Natural scenery, local customs, important events at home and abroad, and daily life topics can also be resources for Chinese courses." "All regions contain natural, social, humanities and other language curriculum resources. We must have a strong sense of resources and strive to develop and actively use them. "
What do you mean by teaching resources? Detail point
In my own words, teaching resources include teaching books, teaching materials and resources occupied by teaching, such as desks and textbooks. These are all teaching resources. Teaching resources, in other words, are all the resources that teachers need to teach you knowledge. I think I'm smart, so you don't understand me and I don't know how to say it. )
What do you mean by material resources and conditional resources?
Conditional curriculum resources and material curriculum resources
According to their functions, curriculum resources can be divided into conditional curriculum resources and material curriculum resources. The characteristic of conditional resources is that they act on the curriculum but do not constitute the direct source of the resources themselves, but they largely determine the scope and level of curriculum implementation. Such as manpower, material resources, financial resources, time, venue, media, equipment, facilities, environment, and understanding of the curriculum, which directly determine the scope and level of curriculum implementation, belong to conditional curriculum resources. Although the development of many conditional resources can not be achieved by teachers' personal strength, it can be developed as much as possible by using the existing conditions. Material resources refer to the resources that act on the curriculum and can become the material or source of the curriculum, and the characteristics of material resources are that they act on the curriculum and can become the material or source of the curriculum. For example, knowledge, skills, experience, methods of activities, emotional attitudes and values, and training objectives all belong to material curriculum resources. Textbooks are the most common material resources. The development of information technology has brought great convenience to the development and application of material resources. However, the material resources can not directly constitute the curriculum, but only replace the material, which can only become a curriculum after processing and implementation.
Briefly describe the significance of research courses.
1, which is helpful to improve the theoretical system of pedagogy;
2. It is helpful to guide the educational and teaching functions;
3. Improve the quality of education and teaching.
What is the significance of resources for chemistry teaching?
First, the expression of "error resources" The so-called error resources refer to the curriculum resources generated by bilateral interaction between teachers and students in the process of recognizing, thinking and correcting mistakes.
Errors always accompany the teaching process. As long as there is knowledge, there will be errors, which contain a lot of information and existing experience of cognitive individuals and are objective.
What does it mean to create teaching resources? How to proceed?
Creating teaching resources is the preparation for implementing research-based learning.
The new round of basic education curriculum reform has replaced the syllabus with curriculum standards, restored the original appearance of teaching activities, and scientifically and objectively confronted those uncertain factors in the teaching process. The textbooks of the new curriculum reform leave more room for teachers to play and create, and teachers have greater autonomy, so they can creatively carry out teaching work, especially create teaching resources as a preparation for implementing inquiry learning.
We believe that the opportunity to create teaching resources is generally divided into three stages: before the teaching process, during the teaching process and after the teaching.
(1) Use teaching materials creatively before the teaching process. Creating teaching resources should start with the innovative use of teaching materials. Before each class, we must prepare textbooks. As far as the implementation of inquiry learning is concerned, some inquiry elements in the teaching materials are hidden, and some inquiry elements are of little value. At this time, it is necessary to dig deep into the inquiry points in the textbook, reveal the hidden inquiry elements, and turn the little inquiry value into the great one, which is the optimal combination of the contents of the textbook. In the teaching of "thermometer", the arrangement order of teaching materials is: observing the structure of thermometer → understanding the principle of thermometer making → understanding the temperature scale → understanding various thermometers. If the teaching materials are arranged in order, the teaching process is dull, each link is loose and the exploration value is small. Careful scrutiny of the textbook will reveal the essential similarity between the experimental device of liquid expanding and contracting when heated and the thermometer structure, which is a hidden exploration point, and it is worthy of teachers' making a big fuss. So the experimental teacher designed such a teaching idea in preparing lessons. The first step is to study how the liquid thermal expansion and cold contraction device evolved into the structure of thermometer; Step 2: Students make their own thermometers and independently determine the scale division standards, so as to deeply understand the scale division and reading methods of Celsius thermometers and determine their own use methods. Students with different purposes can think of various thermometers. By using the self-made thermometer as a teaching resource, all the contents in the textbook are put on, and it goes beyond the textbook, and the students' enthusiasm for inquiry is high.
② In the teaching process, students' questions are regarded as teaching resources. With the implementation of inquiry learning, students' awareness of questions is gradually enhanced, especially in classroom teaching, students' questions and whimsy often bring us many unexpected teaching resources. Therefore, teachers should make use of the situation and take the questions raised by students as teaching resources. At the end of the teaching of Ophthalmology, the experimental teacher inspired students to ask and answer questions about eyes, created many interesting teaching resources, and effectively improved students' scientific literacy. The teaching clips are as follows:
Teacher: In this class, everyone actively used their brains, spoke enthusiastically and studied many problems. Can we ask our own questions and answer them ourselves?
The student asked: Why do cats' eyes "change three times a day"?
Answer: In order to catch mice, the pupils are enlarged at night and the eyes can see clearly.
The student asked: Why do you cry when you accidentally enter the sand?
Answer: Eyes can secrete tears, wash eyes and play a protective role.
Student: I wonder if there are any other types of myopia?
A: Myopia can be divided into true myopia and false myopia.
Teacher: The students are really amazing. Through your own study, you can solve the problems raised by many students. This shows that you love science and can learn, and hope to continue to carry it forward in your future study and life.
(3) After the teaching, the questions raised by students will be used as follow-up research resources. Primary school students' inquiry learning activities are often not completed in one class. We should attach importance to students' meaningful follow-up activities after class, pay attention to expanding students' information channels, and make extensive use of various resources outside the teaching materials. At the end of the teaching of "buoyancy of water", the experimental teacher set the following situations:
Teacher (showing a mineral water bottle with a small bottle): Finally, let's play a little magic trick. The vial floats above the mineral water bottle. If you say "Shen" to it, will it listen?
The students' orders didn't work, and their curiosity and thirst for knowledge were strong. )
Teacher (demonstration): float.
The little bottle did float. )
Teacher (demonstration): Sink.
The little bottle is really heavy.
Teacher: Do you have any questions?
Health (1): What is the relationship between the rise and fall of small bottles?
Health (B): Why should Bottle listen to the teacher?
Health (c): Will the vial go up or down if the bottle cap is removed?
Teacher: Everyone's questions are very good. You want to know the truth?
Health (Qi A): Yes.
Teacher: OK, let's study together after class.
(The student is pregnant ... >>
What is the significance of curriculum integration?
(1) curriculum integration in a broad sense
Curriculum integration in a broad sense refers to integrating two or more subjects into the whole curriculum, changing the content and structure of the curriculum, transforming the whole curriculum system and creating a comprehensive curriculum culture. Curriculum integration in a broad sense: in view of the separation and opposition of various disciplines in the field of education, through the knowledge interaction and comprehensive ability training of various disciplines, the cooperation between teachers and students can be promoted to realize people-oriented new curriculum development. Curriculum integration involves curriculum structure, curriculum content, curriculum resources and curriculum implementation, thus promoting the overall reform of curriculum. The integration of this course, because the movement is too big, can not be completed by subject teachers and teaching and research departments. Educational institutions at or above the provincial and municipal levels are responsible for organizing the implementation and promotion.
⑵ curriculum integration in a narrow sense
In a narrow sense, curriculum integration is to combine two or more subjects in one class for teaching. Narrow sense of curriculum integration: it puts forward higher comprehensive requirements for teachers, students and teaching itself. This requirement is not knowledge-oriented, but emphasizes that knowledge should be integrated into teaching at all levels as a tool, medium and method to cultivate students' learning concepts and comprehensive practical ability. The integration of this course can be completed by teaching and research departments and subject teachers with the support and active promotion of educational institutions at or above the county level.
What is micro-lesson, its meaning and development.
I copied it, I hope you can adopt it.
The meaning and development of micro-course
Li Tou Hou
(Department of Educational Technology, Shanghai Normal University, Shanghai)
I. Introduction: You have something important.
20 13 at the beginning of the new semester, I receive phone calls and emails almost every week. The education departments and primary schools in some provinces and cities warmly invited me to attend lectures or training courses to train front-line teachers to learn micro-course teaching design. I wonder why everyone is talking about micro-classes, flipping classrooms and Khan Academy like a fever.
Last week, the editor of "Information Technology Education in Primary and Secondary Schools" sent me an email and called me again, hoping that I could help the magazine write the latest issue about micro-courses. He also invited Professor Jiao Jianli of South China Normal University, who organized the micro-course competition for the first time by the domestic grass-roots education department, and Director Hu Tiesheng of the Education Information Network Center of Foshan Education Bureau of Guangdong Province to jointly write the manuscript. Just as I was thinking about how to finish the task of the magazine, my mobile phone rang again. This is a phone call from the director of a university teacher development center, asking me to train the teachers in the whole school in micro-course teaching design. As soon as he opened his mouth, he said, you have something important!
I asked him why he should train all teachers in micro-lesson design now. The other party said, you see, in the past, the computer center room of our school, students had to queue up and send air tickets, which was so crowded; Now, the door is crowded, except for the teacher's request to attend classes in the computer room, almost no one comes, and the computers in the computer room are covered with gray; On campus, students use their computers and mobile phones to surf the Internet wirelessly. Look at the street again. Everyone has a mobile phone and every family has a computer. The next development is almost certain, that is, all students use their own devices to study online, and teachers do not "flip the classroom", but also use the past classroom teaching mode, okay? Time is up to a node!
Ah, I see, I have a big deal! We are engaged in educational informatization and teacher training, all of which are engaged in great things!
Second, the meaning of "lesson" and "micro-lesson"
In the conventional school classroom teaching, the "class" and "one class" mentioned by teachers and students refer to the organizational model and basic unit of class collective teaching widely implemented in school education at present. The main work and teaching activities of the school are based on classes, which are the core of the daily teaching work of the school. In the academic monograph of classical teaching theory, the definition of "class" is: "Class is a unit with time limit and organized teaching process, and its function is to achieve a complete but partial teaching purpose." [ 1]
Observe and analyze the composition of a class, including teachers-students-teaching purpose-teaching materials-various digital media-teaching activity organization-teaching methods-teaching evaluation and feedback-learning environment and other elements, forming a complex system, in which all elements are interrelated and interact to form the life activities of the teaching system.
Micro-course, corresponding to the concept of "classroom", is a new concept recently emerging from "flipping the classroom". Last year, when people noticed that the course of Khan Academy was a "small" course to teach knowledge points, they began to call the "micro-video" that teachers taught students to learn independently "micro-lesson". It turned out to be just a "micro-video". If the way teachers organize classroom teaching has not changed, such "micro-video" still stays in the idea of "integrable ware" in the last century, that is, the video recorded in the classroom is sliced into teaching fragments, with the purpose of serving as teaching resources to cooperate with teachers in class, or as "micro-teaching" for teachers' professional development and teaching reflection. However, in the new "flip classroom" teaching process, "micro-video" taught by teachers for students' autonomous learning has become an indispensable part of students' autonomous learning. Therefore, according to the systematic view of teaching theory, we define "micro-lesson" (or "micro-lesson") as: "micro-lesson" refers to a small course with clear teaching objectives, short content and concentrated explanation of a problem within 10 minutes.
In the teaching process of "flipping the classroom", the Khan-style "micro-class" refers to the "micro-video" that records the course content taught by the teacher to the students within 10 minutes. This "micro-video" needs to be combined with the learning list and the students' learning activity process to make a complete "micro-lesson"; If you leave the students' learning activities, it is only the content of a recorded teacher's teaching activities, but in essence it is a recorded classroom teaching record, which can be used as learning materials, and there is no "micro-lesson" >>