After two days of training, I learned the theoretical knowledge of micro-courses and several softwares for making micro-courses. It can be said that the training time is tight and the task is heavy. It is really not easy for me to learn the operation of several softwares, but it is also very gratifying for me to be able to make the most basic micro-lessons in the end. Through this training, I have learned more about the production of micro-courses, and I have gained a lot. I know that I am "high, big and high" in this impression.
I sorted out some key theoretical parts explained by the teacher:
1, the characteristics of micro-courses are "short, small, precise and fierce"
Short: short teaching activities and short video time (within 10 minutes) are suitable for different classes, such as 1-4 grades within 4 minutes, 5-6 grades within 5 minutes, junior high school within 7 minutes, and 6 minutes is the best.
The teaching theme is small and the resource capacity is small. A video is about tens of megabytes.
"Fine" content selection, elaborate design, wonderful activities, only one content is selected for teaching in a video.
"Meng" is interactive and has a wide range of applications. It can be spread through the network and watched repeatedly.
2. The principles and precautions that should be followed in the teaching design of micro-courses:
(1) The selected teaching content should be short and valuable;
(2) The teaching objectives should be single and clear;
(3) The learning object should consider the age characteristics, foundation and learning style of students.
(4) In the production of micro-lessons, we should also pay attention to the time for students to watch videos. Primary school is less than 6 minutes. In the process of recording, the teacher's language should be concise and clear, and the speech speed should be fast. Teachers should try not to appear in the camera. The video is for a single student, so it needs to create a one-on-one feeling in the recording.
The training and learning time is very short, and a lot of learning content needs time to digest and receive, but as the saying goes, "the master leads the practice in the individual", I believe that more research will be used to gradually become proficient in the future work, and better micro-lesson videos will be made.
2. Fortunately, I participated in the "Efficient Classroom, Flip Classroom, Micro-class Teaching Observation Activity for Chinese Teachers in Primary Schools" held in Taizhou, and gained a lot. At the meeting, five special teachers, Wei Xing, Song, Ding, gave us a demonstration class and made a report. It is very rewarding to observe the classroom teaching of famous teachers and listen to their teaching reports.
First, the wonderful classroom teaching makes us remember deeply.
The teaching styles of the five special-grade teachers are different. Teacher Wei Xing teaches the ancient poem "Qingpingle Village", the teacher teaches pruning knowledge, the teacher Song teaches micro-class composition, the teacher teaches flying dragonflies, and the teacher Ding teaches the flip class Huangguoshu Waterfall. Special-grade teachers have different teaching styles and wonderful classes. Teacher Wei is solid and humorous, teacher Zhang is persuasive, teacher Song is radiant, teacher Xue is heavy and steady, and teacher Ding is fresh and energetic. The teaching of five teachers shows us the secrets of different styles, different teaching methods and different methods in Chinese teaching. But at the same time, these five special-grade teachers embody the unchangeable things in Chinese teaching.
1. Teachers and students fully reflect the guiding role of teachers and students' dominant position in the classroom.
Teachers only give guidance where there are difficulties, and students will always be the main body of classroom learning. For example, the pruning knowledge taught by teacher Xue, the difficulty of this text is to understand the truth contained in pruning knowledge. Teacher Xue teaches this part, which naturally solves the difficulties in teaching, and students can easily understand the truth. The whole class is student-centered, focusing on students' learning activities, and the teacher only gives a little guidance on key and difficult points, which fully reflects the guiding role of the teacher.
2. Fully reflect the pragmatic teaching in Chinese learning.
In the ancient poem "Qing Ping Le Cun Ju" taught by Wei Xing, Mr. Wei instructed students to understand the meaning of difficult words and the meaning of the poem, and to know the author convincingly. Teachers constantly guide students to enter the inner world of the characters in the poem, understand the characters, understand the author's feelings contained in the poem, and lead students to gradually enter the realm of the poem. A seemingly simple sentence, but under the guidance of teacher Wei, has a strong Chinese flavor. Throughout the whole class, students speak and write, which embodies the idea of attaching importance to "pragmatics" in Chinese teaching under the new curriculum standard. Both Mr. Song's "Urgent Roar" and the teacher's "Knowledge Pruning" have the training of guiding students' speaking ability, so that students can acquire the language ability in solid language training.
3. Classroom teaching is solid and effective, vivid and humorous.
Reading guidance, word teaching, text content summary, writing appreciation and writing practice all embody solid and effective characteristics. The teachers' simple, solid and real classroom teaching effect truly embodies the idea that Chinese teaching should return to the original point of language and writing training, leaving useful thoughts for the teachers attending the meeting.
Second, the plain teaching newspaper leads us to grow.
The reports made by five special-grade teachers combined with their own classroom teaching have opened a window for our teaching.
Teacher Wei's research on the teaching of ancient poems makes us feel that the teaching of each ancient poem can open students' horizons of understanding ancient culture and guide students' interest in ancient poems. Chinese teaching should pay attention to practice and make learning Chinese a life.
Exercise teaching in Chinese teaching has always been a headache for Chinese teachers-students are not interested in exercises, and they have a headache when it comes to writing. The children's interest teaching in Song Dynasty has made a good exploration on how to guide students to establish their interest in homework. One cartoon after another keeps students excited in the process of imagination and guessing. Lead the students' thinking and imagination to develop forward, and unconsciously complete the expression of language and words in the process of games and entertainment.
Learning micro-courses, explaining and understanding 3 micro-courses-the product of this new form of school-based teaching and research, I felt quite confused at first. After a few days of study and research, I saw the micro-lessons inside, and I didn't realize it until I saw more. "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 and "micro-class" 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 the activity is to help teachers improve their teaching plans and improve their teaching skills.
2. "Micro-course" is small in scale 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 on stage, but also can learn from peers and professionals as a learner, and participate in the self-evaluation and other evaluations of teaching effect, constantly reflect on and modify his preparation before class, sum up experience and improve 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 participates, learns from each other, helps each other and improves together, which relieves 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 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 a job in your heart, you can have a good micro-class and improve your teaching skills.
Experience of learning to make micro-courses 4. I have gained a lot of knowledge through this training, especially the application of micro-courses.
Micro-class is an important way to show your teaching ability. Through this short video teaching, you can effectively observe your own class process, including your performance in class, have a clear understanding of your own teaching display, and gain greater self-awareness by seeing your own language, posture, action form and classroom teaching. However, with the rapid development of information and communication technology, in the field of education, "micro-course" will innovate the traditional teaching and research methods and break through the traditional teacher's listening and evaluation mode.
Short micro-lesson 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 less than 5 minutes.
"Micro-course" with less content is mainly to highlight the teaching of a certain subject knowledge in classroom teaching, or to reflect the teaching and learning activities of a certain teaching link and teaching theme in classroom. Compared with the complicated and varied teaching content to be completed in a traditional class, the content of "micro-class" is more concise.
Small resource capacity. The total capacity of "micro-lesson" videos and supporting auxiliary resources is generally around tens of megabytes. Teachers and students can smoothly observe teaching plans online, check teaching plans, courseware and other auxiliary resources, which is very suitable for teachers to observe, evaluate classes, reflect and learn.
The "micro-course" has a very low starting point, based on PPT (slide show) technology, and later converted into video files, which can be done by everyone and is easy to learn. The content of each episode of micro-lesson is relatively independent, which can be used independently, embedded in any subject of the school, and used independently and comprehensively as a system. "Micro-course" takes advantage of the convenience of network transmission and the low cost of video multiplexing. It's easy to use. In addition to online learning, you can also study through mobile phones and Weibo, and can also be used for school regular meetings and seminars to watch or discuss. Mainly aimed at teachers' professional development, the content points to specific problems and pays attention to "small phenomena, stories and strategies". The theme is outstanding, one lesson is analyzed layer by layer, which is profound and can inspire thinking.
"Micro-class" refers to the whole process of wonderful teaching and learning activities carried out by teachers around a certain knowledge point or teaching link in the classroom teaching process with video as the main carrier.
The first is the topic selection. Micro-course focuses on solving difficult problems, and the outstanding problem should be personality, which is a link in teaching and a difficult breakthrough in teaching. Once the topic is selected, you can collect relevant materials around the theme.
Then write the script. This is a key link, including knowledge points, explanations, subtitles, screen requirements and remarks. This link reflects the comprehensive quality of teachers and how to control the teaching content reasonably.
The next step is to make PPT courseware, and the content to be taught is reflected by multimedia, which is similar to the courseware we usually do.
Finally, record the integrated data. Use software such as screen recording to integrate scripts and PPT. This is also our weakest point at present. For these tools that need to be used in making micro-courses, they are not familiar enough because of too little contact, so they cannot be used flexibly. If only the lecture could add some specific software operation and technical guidance.
Micro-course is the product of the new era. As people's teachers in the new era, it is necessary for us to learn to use it correctly and creatively in our daily teaching work. Through learning, I have made clear the production process of micro-lessons and clarified my thinking, but to really do a good job in each micro-lesson, I still need to keep exploring.
Label: Experience Micro-course Learning