1. The host gives a lecture. The host can appear in the camera and speak outside the voice.
2. Playability of streaming media. Can play video, animation and other network-based streaming media.
3. The teaching time is short. 5- 10 minutes is appropriate, with a minimum of 1-2 minutes and a maximum of 20 minutes.
4. The teaching content is less. Highlight the knowledge or skills of a subject.
5. Small resource capacity. Suitable for mobile learning based on mobile devices.
6. Exquisite teaching design. Complete and meticulous information teaching design.
7. Classic demonstration cases. Real, concrete and typical case-based teaching scene.
8. Give priority to self-study. Learners' autonomous learning course is one-on-one learning.
9. The production is simple and practical. A variety of ways and equipment production, for the purpose of practicality.
10. Support related materials. Micro-courses need related exercises, resources and evaluation methods.
Third, the classification of micro-courses
1, classified by classroom teaching methods. According to Professor Li Bingde's classification and summary of common teaching methods in primary and secondary schools in China, and in order to facilitate front-line teachers to understand the classification of micro-courses and the operability of practical development, the author preliminarily divides micro-courses into 1 1, which are lectures, questions and answers, inspiration, discussion, demonstration, practice, experiment, performance, autonomous learning, cooperative learning and inquiry learning.
Table 1 Classification and application scope of micro-courses by common teaching
Micro-course of learning methods
The application scope of this type is based on the method of language transmitting information. Teaching classes are suitable for teachers to impart knowledge to students in oral language (such as describing situations, describing facts, explaining concepts, demonstrating principles and clarifying laws). This is the most common and main type of micro-course in primary and secondary schools. Conversation method
Question-and-answer method is suitable for teachers to ask students questions according to certain teaching requirements, ask students to answer, and guide students to acquire or consolidate inspection knowledge through question-and-answer method. Heuristic method is suitable for teachers to start from students' reality, use various ways to inspire students' thinking, mobilize students' initiative and enthusiasm, and promote students' lively learning according to the objective laws of teaching tasks and learning. The discussion class is suitable for the whole class or group to express their views and opinions around a central issue under the guidance of teachers, discuss with each other, inspire each other and brainstorm. The demonstration class with direct perception as the main method is suitable for teachers to show students physical or intuitive teaching AIDS, or do demonstration experiments, or gain perceptual knowledge through actual observation, and explain and confirm what they have taught. The method practice course, which focuses on practical training, is suitable for students to complete certain actions or activities repeatedly under the guidance of teachers and relying on conscious control and correction, thus forming skills, skills or behavioral habits. Especially suitable for instrumental subjects (such as Chinese, foreign languages, mathematics, etc.). ) and technical disciplines (such as sports, music, art, etc. ). The experimental method is suitable for students to make some changes in the experimental object by using certain equipment and materials under the guidance of teachers and controlling the operation process of conditions, and gain new knowledge or verification knowledge from observing these changes. In the teaching of physics, chemistry, biology, geography and knowledge of nature, experimental micro-courses are more common. The teaching method based on appreciation activities, performance methods and performance classes is suitable for organizing students to imitate and reproduce the teaching content dramatically under the guidance of teachers, so as to achieve the purpose of learning, communication and entertainment, enhance aesthetic feelings and improve learning interest. Generally, it can be divided into two types: teacher's demonstration performance and students' self-performance. The method of guiding inquiry-based autonomous learning is suitable for students as the main body of learning, and students can realize their learning goals through independent analysis, exploration, practice, questioning and creation. Cooperative learning Cooperative learning is a strategy to organize students' learning in the form of groups or teams. Inquiry learning method Inquiry learning is a kind of learning method which is suitable for students to study problems in a scientific way according to their own guesses or assumptions under the premise of active participation, so as to gain innovative practical ability, develop thinking and build their own knowledge system in the research process. It is worth noting that a micro-lesson work generally only corresponds to a certain micro-lesson type, but it can also belong to the combination of two or more micro-lesson types (such as questioning and teaching, cooperative inquiry, etc.). ), and its classification is not unique, so we should maintain a certain degree of openness. At the same time, due to the continuous development of modern education and teaching theory and the continuous innovation of teaching methods and means, the types of micro-courses are not static, and teachers need to constantly develop and improve in teaching practice.
2, according to the main link of classroom teaching (process) to classify.
The types of micro-lessons can be divided into pre-class review, new lesson introduction, knowledge understanding, practice consolidation and summary expansion. Other types of micro-courses related to education and teaching are: lecture class, class meeting class, practice class, activity class and so on.
Fourthly, develop regional micro-course resources.
1. content planning
The regional education administrative department should first make overall planning for the content of micro-course construction, determine the construction scheme and process, form the construction norms and system, and avoid repeated disorderly development. An important task of content planning is to organize teaching and research personnel and front-line subject experts to determine the pedigree of knowledge points in various disciplines and grades according to the new curriculum standards and textbooks used in the region, and publish them uniformly after soliciting opinions for schools and teachers to choose and develop them in a targeted manner.
2. Platform construction
Micro-course platform is the foundation of regional micro-course resources construction, enjoyment and application, and must be developed by regional education administrative departments. The function of the platform should meet the daily "construction and management" of micro-course resources, and add functional modules that are convenient for users to "apply and learn". Form a "one-stop" service environment for micro-course construction, management, application and research.
3. Micro-course development
Micro-course content development is a complex system engineering. Its construction mode generally includes "collection and evaluation" (for teachers) and "project development" (for schools and institutions). Generally speaking, the construction of regional micro-course resources should go through publicity, technical training, project design, lesson shooting, post-processing, online submission, review and release, evaluation and feedback, etc. to ensure its quality.
4. Communication applications
Communication and application is the ultimate goal of micro-course construction. Recommend and show excellent award-winning micro-courses to teachers and students through centralized display, expert review and * * * sharing and communication; Regularly organize teachers to carry out activities such as observation, study, evaluation, reflection and discussion based on the regional "micro-lesson library", and promote the formation of a new model of school-based research and regional online teaching and research based on micro-lessons.
Five, the Ministry of Education on the declaration of micro-courses and the study of flipping classroom topics
In order to thoroughly implement the 10-year development plan of educational informatization (20 1 1-2020), promote the deep integration of information technology and education, explore effective modes and methods of micro-courses in innovative application of classroom teaching and learning, excavate and popularize typical cases and advanced experiences in various places, and promote the innovative application of educational information technology and the balanced development of education. The Education Management Information Center of the Ministry of Education is scheduled to carry out the innovative application research of flip classroom teaching mode based on micro-lesson on September 1, 20 1, and August 3 1 in 2007. The specific research and organization work will be undertaken by the Professional Committee of Education Informatization of China Education Development Strategy Society. Subject research will adhere to the principle of * * * building * * * enjoyment and leading demonstration, and carry out subject research through expert guidance, special discussion, observation and exchange, and achievement display. All units are requested to seriously organize and actively declare. For details of the subject information, please refer to the attachment or China Education Information Network of the Ministry of Education.
Six, the Ministry of education in primary and secondary schools to carry out the second national excellent micro-course collection activities.
In order to implement the ten-year development plan of education informatization of the Ministry of Education (20 1 1-2020), promote the deep integration of information technology and education, explore the effective modes and methods of micro-courses in the innovative application of classroom teaching and learning, explore and popularize typical cases and advanced experiences in various regions, and promote the enjoyment of high-quality educational resources. After summing up the outstanding achievements of the last activity, once again, We joined hands with Weiming Group of Peking University to launch the second national excellent micro-lesson collection activity for primary and secondary schools+015+12,31from October 20th, 2065. This activity will invite authoritative experts in the field of educational information technology and micro-courses in China to organize training and exchange seminars in various places. At the same time, adhering to the principles of openness, fairness and justice, the organizer will review and display the collected micro-courses, and issue certificates to award-winning units and individuals. All relevant units are requested to actively organize and make careful preparations.
See the attachment or China Education Information Network of the Ministry of Education for details.
Seven, the regional practice effect and application prospect of micro-course.
On October 20 10,110, Foshan Education Bureau launched the first excellent micro-lesson collection and selection activity for the new curriculum in primary and secondary schools. Schools and teachers at all levels showed great enthusiasm and interest in this new resource construction and application model, and actively participated in this activity. More than 1700 high-quality and standardized teachers' micro-course entries were collected throughout the city, covering the teaching emphases, difficulties and characteristic contents of primary schools, junior high schools and senior high schools. The rich teaching forms and various types of micro-courses fully demonstrate teachers' advanced educational ideas, skillful curriculum integration ability, solid teaching foundation and personalized teaching style in classroom teaching. The city's micro-lesson platform (Figure 4) was launched less than two months ago, and the number of visitors exceeded10.5 million, which was warmly welcomed by teachers, students and parents, and became a highlight of the third (20 1 1) "Foshan Education Expo", with many media such as Foshan Daily, Nanfang Daily, Guangzhou Daily and Education Information Technology Magazine.
In the era of web2.0, with the rapid development of information and communication technology, micro-courses will have a very broad educational application prospect, just like many social tools (such as blog, Weibo, Facebook, Youku, Tudou, etc.). ) widely used at present. For teachers, micro-class will innovate the traditional teaching and research methods, break through the traditional teaching and evaluation mode of teachers, and the resource application of teachers' electronic lesson preparation, classroom teaching and after-class reflection will be more targeted and effective. School-based research and regional network teaching and research based on micro-lesson resource database will make great achievements and become one of the important ways for teachers' professional growth. For students, micro-lessons can better meet students' personalized learning and selective learning of knowledge points in different disciplines, which can not only check and fill gaps, but also strengthen and consolidate knowledge. It is an important supplement and expanding resource for traditional classroom learning. Especially with the popularity of handheld mobile digital products and wireless networks, mobile learning, distance learning, online learning and ubiquitous learning based on micro-courses will become more and more popular, and micro-courses will surely become a new teaching mode and learning method. It is also a platform for students to study independently and conduct inquiry learning.