2. The characteristics of micro-courses:
(1) Short teaching time: Teaching video is the core content of micro-lesson. According to the cognitive characteristics and learning rules of primary and secondary school students, the duration of "micro-class" is generally about 5-8 minutes, and the longest time should not exceed 10 minutes. Therefore, compared with the traditional 40-50-minute teaching class, "micro-class" can be called "class fragment" or "micro-class"
(2) Less teaching content: Compared with the wider traditional classroom, "micro-class" has more problems and more prominent themes, which is more suitable for teachers' needs. "Micro-class" is mainly to highlight the teaching of a certain subject knowledge (such as the key points, difficulties and doubts in teaching), or to reflect the teaching and learning activities of a certain teaching link and teaching theme in class, which is more complicated and numerous than the traditional teaching content.
(3) Small resource capacity: In terms of size, the total capacity of "micro-lesson" videos and supporting auxiliary resources is generally around tens of megabytes, and the video format must be a streaming media format supporting network play online (such as rm, wmv, flv, etc.). ), so that teachers and students can listen to lectures online smoothly and view teaching plans, courseware and other auxiliary resources; It can also be flexibly and conveniently downloaded and saved to terminal devices (such as notebook computers, mobile phones, MP4, etc.). ) mobile learning and ubiquitous learning are realized, which is very suitable for teachers to observe, evaluate, reflect and learn.
(4) The composition, structure and composition of resources are "contextualized" and the resources are convenient to use. The teaching content of "micro-course" generally requires prominent theme, clear direction and relative integrity. It integrates teaching design (including teaching plans or learning plans) with teaching video clips as the main line, multimedia materials and courseware used in classroom teaching, teachers' reflection on after-class teaching, students' feedback and comments from subject experts, and forms a "theme unit resource package" with distinctive themes, various types and compact structure, creating a real "microteaching resource environment". This makes the "micro-lesson" resources have the characteristics of video teaching cases. In this real, concrete and typical case-based teaching situation, teachers and students can easily learn advanced thinking abilities such as tacit knowledge and tacit knowledge, and imitate, transfer and upgrade teaching concepts, skills and styles, thus rapidly improving teachers' classroom teaching level, promoting teachers' professional growth and improving students' academic level.
3. 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: Classification and scope of application of micro-courses
Classification basis
General teaching
learning method
Small lecture
type
application area
Language-based information transmission method
Teaching method
Teaching class
It is suitable for teachers to impart knowledge to students in oral language (such as describing situations, telling 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 mode)
Question and answer class
It is suitable for teachers to ask questions and ask students to answer according to certain teaching requirements, and guide students to acquire or consolidate inspection knowledge through question and answer.
Exploration method
Heuristic course
It is suitable for teachers to set out from students' reality, according to the objective laws of teaching tasks and learning, to inspire students' thinking as the core, and to use various methods to mobilize students' initiative and enthusiasm in learning and promote students' lively learning.
Discussion method
Discussion class
Under the guidance of teachers, the whole class or group can express their views and opinions around a central issue, discuss with each other, inspire each other and brainstorm.
A method based on direct perception
Demonstration method
model lesson
It is suitable for teachers to show physical or visual teaching AIDS to students in classroom teaching, or to do demonstration experiments, or to gain perceptual knowledge through modern teaching methods and actual observation, and to explain and confirm what they have taught.
A method based on practical training
Practice method
Practice class
It is suitable for students to complete certain actions or activities repeatedly under the guidance of teachers, 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. ).
experimental method
experimental class
It is suitable for students to use certain equipment and materials to control the operation process of conditions under the guidance of teachers, so as to make some changes in the experimental objects, so as to obtain 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.
Teaching method based on appreciation activities
Performance method
Performance grade
Under the guidance of teachers, it is suitable to organize students to perform drama imitation performances and reproduce teaching contents, so as to achieve the purpose of learning, communication and entertainment, promote aesthetic feelings and improve learning interest. Generally, it can be divided into two types: teacher's demonstration performance and students' self-performance.
A Method Based on Guided Inquiry
Autonomous learning method
Autonomous learning course
It is suitable to take students as the main body of learning, and realize learning goals through students' independent analysis, exploration, practice, questioning and creation.
Cooperative learning method
Cooperative learning class
Collaborative learning is a strategy to organize students' learning in the form of groups or teams.
Inquiry learning method
Inquiry learning class
It is a learning method that is suitable for students to study problems with scientific methods on the premise of active participation, according to their own guesses or assumptions, so as to gain innovative practical ability, develop thinking and build a knowledge system independently 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) Classification according to the main link (process) of classroom teaching.
The types of micro-lessons can be divided into pre-class review, new lesson introduction, knowledge understanding, practice consolidation and summary expansion.
(3) The types of micro-courses related to education and teaching are: lecture class, class meeting class, practice class, activity class, etc.
Fourth, what is the role of micro-courses?
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 for the construction, enjoyment and application of regional micro-course resources. 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 show excellent award-winning micro-courses to teachers and students through centralized display, expert review and * * * sharing and communication; Regularly organize activities such as observation, study, class evaluation, reflection and discussion of the "micro-course library", 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.
Verb (abbreviation of verb) How to make a micro-lesson
(A) Micro-curriculum understanding
1, micro-course definition
Micro-class refers to the video and audio that explains a knowledge point in five minutes based on the teaching design idea and using multimedia technology.
These knowledge points can be the interpretation of textbooks, the elaboration of questions, and the induction of test sites; It can also be a knowledge explanation and display of skills such as method teaching and teaching experience.
2. The difference between micro-class and classroom teaching.
Micro-class is a simulation of one-to-one teaching scene, which is different from one-to-many classroom teaching based on teachers. Micro-class is similar to one-on-one tutoring that focuses on students' learning and teaches a knowledge point in a short time.
Micro-class should avoid moving the blackboard, but solve the key and difficult problems that are difficult to solve in traditional teaching.
3. The difference between micro-class and traditional video class.
Compared with the traditional video lessons, which are closed in resources, difficult to modify and mainly taught by teachers, micro-lessons obviously have their own advantages, such as easy to search, easy to spread and wide application. At the same time, the recording object and learning object of the micro-lesson can be anyone.
4. Micro-course production process
Topic selection-lesson plan compilation-courseware making-teaching implementation and shooting-post-production-teaching reflection
(B), the selection criteria
The topic selection of micro-course is the most critical link in the production of micro-course. Good topics can be explained and recorded with half the effort, and bad topics can also make micro-courses ordinary or even mediocre.
1 is the key and difficult point in teaching.
A micro-lesson generally teaches a knowledge point. The choice of this knowledge point is related to the design of knowledge structure. It is a good choice to make micro-lessons according to the key and difficult points in teaching, which is more in line with the original intention of making micro-lessons: sharing teaching resources, solving doubts for students (teachers) and inspiring teaching.
2. Suitable for multimedia expression.
As a kind of media, the content design of micro-course should be suitable for the characteristics of multimedia. For the content that is not suitable for multimedia expression, the production result may be futile, because perhaps blackboard teaching or activity practice teaching is better. At the same time, it will make the teaching process mediocre and make the audience lose their desire to learn. Therefore, the topic of micro-course should be suitable for multimedia expression, rich graphics and images, colorful animations and videos with sound and affection.
(C), teaching design requirements
Although the micro-course is only a few minutes, it also needs a good teaching design. Good micro-courses should be orderly, and chaotic micro-courses run counter to the concept of micro-courses.
1, suitable for teaching objects
Micro-courses in different students' science sections correspond to students with different knowledge and abilities. Micro-courses should not only be divided into different science sections, but also have the same science section to adapt to students of different levels, such as the same mathematical knowledge point. For students of different levels, teaching methods and even contents should be different. Personalized teaching is also in line with our micro-course concept.
2. Conform to the cognitive process
A good micro-course design should be gradual, and can't develop by leaps and bounds. Students of different ages have different cognitive styles. For younger children, specific knowledge (multi-images, animations, videos) is more easily accepted by them. For middle school children, cognitive style has developed into more acceptable abstract knowledge, which can give students room for imagination and thinking. For example, high school Chinese can cultivate more scenes, while for younger children, scene cultivation may be scattered.
"Pause" is not necessary for junior students, but it is necessary for senior students. At this time, it is obviously inefficient for students to instill knowledge, and self-thinking knowledge is efficient and constructive.
If the object of study is a teacher, it may take many repetitions to remember because of the decline of memory ability. At the same time, due to the solidification of ideas, there is a certain buffer process for the acceptance of new things. When presenting content and opinions, the turning point should be smooth and slow.
3. The content is refined, scientific and rigorous
4. Micro-course teaching effect
Can effectively solve practical teaching problems; Resolving doubts and doubts in a targeted way can arouse learners' initiative in learning.
(4) PPT design
1, content design
A: PPT means that as long as the core content is put in, things at the end of the corner can be expressed through the teacher's mouth and actions. Watching PPT micro-courses according to the script has nothing to do with excellent micro-courses.
B: PPT content design should be enlightening.
C: there should be suspense in PPT content design.
D: layout reflection
2. Layout design
A: Home page and cover design: It is best to use the home page of PPT as the cover, so that you can know the knowledge points and authors at a glance. As the "face" of micro-lessons, the first PPT should have the following clear "five senses", forehead: if it is a series of micro-lessons, you can explain it here; Eyes: the concise title of micro-course; Nose: author and unit; Oral: Learn science paragraphs, chapters and textbooks; Ears: tassels, without tassels, seem a bit boring and monotonous. It is not recommended to put pictures of teachers here.
B Background: Just like human skin, try to be simple and elegant, which can set off the font, but not too bright. If it is as thick as human skin, it will highlight the paleness of the content. Similarly, the background should not be chaotic. Imagine how beautiful uneven skin can be.
C middle page: dots with knowledge points can be written on it, which is clear at a glance. Put the theme content in the middle, and leave a blank in the lower right corner or the lower left corner to place the teacher's picture without blocking the text. The background is simpler than the home page, but it is not recommended that there is no background or a solid background, and the face is not good.
D tail page design: you can add thanks, micro-lesson topics, welcome to watch other micro-lessons, etc. It is not recommended to add pictures of teachers on this page.
3. Aesthetic design
A: In the whole PPT, it should be 50% text, 20% pictures and 30% blank.
Do not use more than three PPT characters, preferably only two.
C: consistent from top to bottom and coordinated from left to right. The content in the upper part of PPT is similar to that in the lower part. There is no top-heavy phenomenon, and the left half and the right half are in harmony.
D: There can be several kinds of page-turning animations, but not too many. 2-5 kinds of page turning effects are appropriate.
E: aesthetics is not tiring. Don't have several consecutive pictures or words.
(5), record and edit
1, record point
A: The recording background should be white or light, and there should be no other sundries.
B: The sound is reasonable, the lens is not hazy, and the best shooting angle is from the front.
C: If you are not used to it, you can let a student sit opposite, as if he were tutoring him.
D: Don't record classroom teaching. For reasons, see Chapter 1.
E: For kindergartens or primary school students, you can record videos with students and put them into PPT.
F: Special people, such as teaching deaf students, can use special recording methods.
G: When recording, adjust the computer resolution to 1024*768 and the number of color bits to 16.
2. Post-production principle
A: The time is less than 5 minutes. If it takes more than 5 minutes, you can't pass the preliminary examination.
B: If the sound is too small or too loud, you can adjust it appropriately.
C: The video size is 640*480 or 320*240, the video format is FLV and MP4, and the audio format is preferably MP3.
Sixth, how to develop micro-course resources
1, content planning
Regional education administrative departments 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.
Seven. status
1, most teachers only know his name, but don't know him;
2. Few teachers go to teachers' websites or studios to browse micro-courses;
3. There is no school to carry out this activity;
4. The superior business department has not organized relevant activities;
5. The equipment is poor, but it has been improved now;
6. At present, there are fewer teachers who can do micro-courses.
Eight, the regional practice effect and application prospect of micro-course (excerpt)
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. Less than two months after its launch, the micro-lesson platform in this city has received more than 6.5438+0.5 million visitors, which has been well received by teachers, students and parents. It became a highlight of the third (2065.438+065.438+0) "Foshan Education Expo", which was reported and forwarded by many media and websites such as Foshan Daily, Nanfang Daily, Guangzhou Daily and Education Information Technology.
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.
Micro-classroom has been focusing on providing students with high-quality extracurricular tutoring services, adhering to the educational concept of "focusing on guidance, starting from micro-learning, and learning happily", improving students' interest in learning, tapping their potential, and following students' learning rules. Under the careful guidance of micro-classroom teachers, students' scores in all subjects have been greatly improved. Micro-classroom pays special attention to the cultivation of students' study habits. According to students' personality characteristics, this paper analyzes students' various behavior habits and study habits, and puts forward targeted solutions to help students gradually develop good study habits.
As a well-known brand of extracurricular tutoring education, micro-classroom has always been adhering to the business philosophy of "progress is truth". Micro-classroom regards the quality of education as its life, and brings together a group of excellent front-line teachers in China, with excellent teachers as the guarantee of quality; In addition, micro-classroom advocates scientific management and introduces advanced management mode, which lays a solid foundation for the rapid development of enterprises.
Micro-classroom is interested in becoming the vanguard of education reform in China, exploring a new model of in-class and out-of-class education with the spirit of wisdom and innovation, and contributing to the realization of China's Outline of National Medium-and Long-term Education Reform and Development Plan.