2. Prospects for the development and utilization of micro-lesson resources in history classroom teaching in middle schools.
3. Research on the development (design and production) of history micro-lesson resources in middle schools;
4. Research on the application strategy of micro-lesson resources in middle school history classroom teaching;
5. Research on the integration of micro-lesson resources development and utilization and middle school history classroom teaching.
As a new teaching resource, micro-course plays an extremely important role in history teaching. At present, the theoretical construction of micro-course research is constantly improving and enriching, and the construction of micro-course resources is in its infancy. It is of great research value and practical significance to explore the resource development and application of micro-course technology in middle school history teaching under the new curriculum;
(1) Theoretically, the introduction of micro-lessons in middle school history is conducive to popularizing the concept of micro-lessons in middle school history teaching, following students' learning psychological laws and implementing the new curriculum concept.
(2) It is suitable for middle school students to learn by themselves, because the video is short, which helps students to maintain a high degree of attention and thoroughly understand the teaching content in the video. Micro-courses conform to the law of human concentration, and are especially suitable for students to study by themselves without the supervision of teachers.
(3) The research of this topic can promote the improvement of front-line teachers' educational technology ability, especially the ability to use screen recording software and video processing software. The development and application of micro-lesson technology in middle school history teaching of the new curriculum can promote the correct use of micro-lesson by most teachers, and a group of excellent teachers can master the design and production of micro-lesson.
(4) Because the concept of micro-lesson is not perfect, only certain micro-knowledge content is required to be presented reasonably. Through the research on the development and application of micro-lesson technology in middle school history teaching under the new curriculum, teachers can concentrate on concentrating and refining the content of micro-lesson and optimizing the quality of resources.
(5) In the process of research, we should not only use the micro-courses that other brother schools have done well or matured, but also expect the teachers of our research group to "contribute" to the development of micro-course technology, and promote the high-quality micro-course resources of teachers participating in the research to radiate to other brother schools, so as to enjoy the resources.
(6) In the era of big data, micro-courses are refined into knowledge points and specific teaching links, which is convenient for indexing the resource database. At the same time, as a "standard part" of the knowledge system, micro-courses can be applied to all kinds of textbook versions, unlike in the past, when textbooks were changed, the supporting teaching CDs were immediately invalidated. In the past, teaching resources were kidnapped by textbook versions. Micro-course will change the concept of resource library construction.
Details are as follows:
(1) is to study the application materials and scope of micro-lessons in middle school history teaching, pay attention to the design of subject knowledge system of micro-lessons, and explore the scope of teaching materials, the guidance, types and requirements of learning methods of micro-lessons in middle school history teaching.
(2) To study the specific application strategies of micro-courses in middle school history. The application of micro-lessons in students' autonomous learning, cooperative learning and research-based learning can be practiced from the aspects of task decomposition and division of labor, the production and use of micro-lessons, and the sharing and communication of micro-lessons.
(3) Study the role of micro-lessons in history teaching in middle schools. From the aspects of teaching methods, learning methods, teaching level and quality, students' ability, etc. Promote the application of micro-courses in school-based research and management strategies of history disciplines, and promote the role of micro-course resources in the professional growth of history teachers.
The introduction of micro-lessons in history teaching in middle schools is conducive to reforming traditional teaching methods and learning methods, improving teaching quality and enhancing students' ability. At the same time, vivid cases, vivid experiences and systematic school-based teaching materials are formed in the micro-course, so as to realize the sharing and exchange of micro-course practice in the network and promote the peers to deepen their understanding and popularization and application of micro-course.
2. Review the composition of 800 words after high school history micro-class "Soldiers, national affairs." As early as more than two thousand years ago, the Chinese nation was one of the earliest nations in the world to discuss war and peace. The spectacular phalanx of soldiers in front of Tiananmen Square once again shows the world that China is facing the future with confidence, openness and tolerance, and already has a national defense force that matches that of a big country. The peaceful development of China will never pose a threat to other ethnic groups. On the occasion of the 70th anniversary of the end of the unprecedented disaster in human history, China solemnly declared a disarmament of 300,000, effectively fulfilling its responsibility as a big country, and it is also the best example of this war-torn nation's opposition to war and its pursuit of peace.
Seventy years ago, the backward level of development made China pay a heavy price in countering foreign aggression; Over the past 70 years, the pattern of world military struggle has undergone earth-shaking changes. The army and national defense industry will always be closely linked with the country's economic and social development. The advanced weapons and equipment displayed in the military parade are the brilliant achievements of several generations of national defense science and technology workers in China. It is the best example of the brilliant achievements of several generations of national defense science and technology workers in China for peace. The painful and heavy history tells us. "As early as two thousand years ago. Today, China's self-confident display of advanced weapons and equipment in the military parade is a fruitful achievement brought by the continuous improvement of comprehensive national strength, and peace has never been a hard-won gift. On the occasion of the 70th anniversary of the end of this unprecedented disaster in human history, the Chinese nation, with an open and inclusive attitude, became one of the earliest nations in the world to discuss war and peace, once again demonstrating to the world that it also needs to make its due contribution to world peace. Strong national strength and consolidated national defense will always be a nation's independence and freedom. China solemnly declared a disarmament of 300,000, and never forgot its own trauma and humiliation. The peaceful development of China will never pose a threat to other countries. It is also a nation that has gone through war and opposed it. The pattern of world military struggle has undergone earth-shaking changes, and it already has a national defense force that matches the great powers.
70 years ago; Over the past 70 years, China has vigorously practiced the responsibility of a big country, and its backward level of development has made it pay a heavy price in countering foreign aggression. There is no reason for this nation to lose its bloodiness and strong resistance in the past. The increasingly powerful motherland has become an important force affecting global development. The army and national defense industry will always be closely linked with the country's economic and social development. In today's peace and stability, a powerful cornerstone of prosperity and a major event of the country, we must firmly defend our right to peaceful development. The spectacular sight of soldiers "soldiers" arranged in front of Tiananmen Square
3. High school history is a quality course. /kloc-what should I do with the 0/0 minute micro-lesson? "Micro-class" refers to recording the whole process of wonderful teaching and learning activities carried out by teachers around a certain knowledge point or teaching link in the process of education and teaching inside and outside the classroom with video as the main carrier.
"Micro-course" has the characteristics of short teaching time, less teaching content, small resource capacity and convenient use of resources. For teachers, micro-lessons will revolutionize the traditional teaching and research methods, break through the traditional teacher's listening and evaluation mode, and is 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. In the network era, with the rapid development of information and communication technology, especially with the popularity of mobile digital products and wireless networks, mobile learning, distance learning and online learning based on micro-courses will become more and more popular, and micro-courses will surely become a new teaching mode and learning method.
So, how to design a micro-lesson? In teaching, I do this: 1. Understand the definition and function of micro-course. In order to design micro-courses, I think we should first understand the definition and function of micro-courses: 1. Micro-lesson refers to a micro-video that explains a very fragmented knowledge point, test sites, examples, homework or teaching experience in 5- 10 minutes. 2. The role of micro-courses: solving puzzles instead of teaching, which is used for online education (not limited by time and space) and cannot replace the teaching of new knowledge in the classroom.
Second, the selection and analysis of knowledge points Whether a micro-course can be designed well and the teaching effect is good, the selection and analysis of knowledge points is very important. Therefore, when I design each class, I first carefully select knowledge points and scientifically analyze and deal with relevant knowledge points, so as to make them more in line with the cognitive law of teaching and achieve twice the result with half the effort.
I usually do this: 1, try to choose popular test sites, the focus and difficulty of teaching. 2, the choice of knowledge points should be detailed, and it can be explained thoroughly within ten minutes.
3. Knowledge points should be accurate, and there is no intellectual error or misleading description in words, languages and pictures. 4. Knowledge points should be divided into many small knowledge points according to certain logic.
For example, in the third grade English teaching in primary school, I chose the number one to one (1- 10) as the knowledge point, and designed a micro-lesson to let students perceive, understand and initially use the number one to one (1-kloc-0/0) in a short time of 10. Third, choose the appropriate type of micro-course. There are mainly the following types of micro-courses: 1, lecture-style-suitable for teachers to impart knowledge to students in oral language.
This is the most common and main type of micro-course. 2, question and answer-suitable for teachers to ask questions to students according to certain teaching requirements, ask students to answer, and guide students to acquire or consolidate test knowledge through question and answer.
3. Inspirational-suitable for teachers to inspire students' thinking as the core according to the objective laws of teaching tasks and learning, and use various methods to mobilize students' initiative and enthusiasm in learning and urge students to learn lively. 4, discussion class-suitable for under the guidance of teachers, by the whole class or group around a central issue by expressing their views and opinions, * * * discussion, mutual inspiration, brainstorming to learn.
5. Demonstration class-it 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. 6. Practice —— 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.
7. Experiment-it is suitable for students to use certain equipment and materials under the guidance of teachers, and make some changes in the experimental objects by controlling the operation process of conditions, so as to obtain new knowledge or verification knowledge from observing the changes of these phenomena. 8. Performance-It is suitable for organizing students to perform and reproduce the teaching content in a dramatic way under the guidance of teachers, so as to achieve the purpose of learning, communication and entertainment, promote aesthetic feelings and improve learning interest.
9. Autonomous learning-it is suitable for students as the main body of learning, and students can achieve their learning goals through independent analysis, exploration, practice, questioning and creation. 10, cooperative learning-cooperative learning is a strategy to organize students' learning in the form of groups or teams.
1 1, inquiry learning-a learning method suitable for students to study problems by scientific methods on the premise of active participation and according to their own guesses or assumptions, and to gain innovative practical ability, thinking development and independent construction of knowledge system during the research process. Before designing each micro-lesson, choosing the appropriate micro-lesson type according to the knowledge points to be explained is helpful to improve the effect of micro-lesson.
For example, when I designed "one of the best (1- 10)" in the third grade English class in primary school, I chose the micro-lesson type of "practice class" according to the knowledge points and students' cognitive level, so that students can master the relevant knowledge points in lively and interesting drills in various forms. Fourth, build a complete and refined teaching process 1, and cut into the topic quickly and creatively. Due to the short time of micro-class, we should pay attention to the methods and ways to cut into the topic when designing micro-class, and strive to be novel, fast and closely related to the topic, so as to allocate more time to the teaching of content.
In the teaching design of micro-courses, I usually cut to the chase in the following ways: (1) Setting topics to introduce topics. (2) Introduce the topic from the previous basic content.
(3) Introduce topics from life phenomena and practical problems. (4) Cut to the chase and get down to business.
(5) Set questions, suspense, etc. Get down to business. 2. The teaching clues should be clear. In the design of micro-courses, it is required that there is only one clue as far as possible, and the key content should be highlighted on this clue.
If you need to list arguments when teaching key content, the list of arguments must be concise and to the point, and strive to make the arguments fully accurate and not cause new problems. We should pay attention to ingenious inspiration and active guidance in designing micro-courses, and strive to successfully complete the teaching tasks stipulated in micro-courses in a limited time.
3. The ending should be quick. In the design of micro-courses, summary is essential.
4. How to make effective use of micro-courses to assist history teaching How to make effective use of micro-courses to assist history teaching Today, with the rapid development of information technology, multimedia families have welcomed new members. A micro-course is a knowledge point, focusing on the teaching of methods, that is, "giving people fish." Students can do their homework in the way they have learned.
Micro-class is an effective supplementary form of classroom teaching, which is not only suitable for knowledge dissemination in the era of mobile learning, but also suitable for learners' personalized deep learning needs. 1. Micro-courses are conducive to teaching students in accordance with their aptitude.
Teachers upload their own micro-courses to the internet, and students can learn on demand at any time through smart phones, tablet computers and computer networks. Micro-courses are short and pithy, centering on a theme, so there is a lot of independent space, which is very suitable for students to study by themselves. In the micro-class, students and teachers interact one-on-one. This kind of learning experience is difficult to achieve in large classes, meets the needs of students, and can be used to repeatedly observe and understand the problems that students can't understand in class, thus solving the classroom. Moreover, in micro-classes, teachers always try to set some scenes related to real problems to infect students, which have a positive impact on students' emotions, attract students' attention, encourage students to complete assigned tasks and cultivate students' ability to solve practical problems.
When teaching micro-courses, students can freely choose their own micro-courses to study, and this process is chosen by students themselves, which is more suitable for students' own conditions, and at the same time, it reduces the waste of time and can have more time to play their own specialties. 2. Micro-courses improve students' interest in learning.
In history class, due to the limitation of conditions, many tools for making historical relics and monuments can't be seen in person, and the illustrations in history textbooks are vague, so students have no interest in learning. Micro-course shows its superiority in this respect. Combining historical relics and historical pictures, students can have a more direct visual experience, understand knowledge points and cultivate observation ability. In traditional class, history teachers only pay attention to explaining knowledge and reciting it after class. For example, when it comes to the replacement of Chinese dynasties, most teachers explain them according to time clues, but students are vague. If the historical territory of China is made into a micro-lesson and played according to the change of dynasties, the students' impression will be more intuitive and the students' atmosphere will be high.
3. Micro-class is conducive to cultivating students' correct emotional attitude and values. Teachers should not only impart historical knowledge to students, improve their skills, train students to master the correct method of learning history, but also teach them how to be a man. How to be a useful person to the society? If we introduce micro-lesson technology into the classroom, we can use its audio-visual effect and strong appeal to create a historical situation suitable for the teaching content, enhance the sense of reality, let students be there, deeply feel the breath of the historical era, and arouse their emotions and consciousness through inner experience.
4. Micro-courses are beneficial to the development of autonomous learning. Mr. Ye Shengtao once said: "Teaching is for not teaching".
To cultivate students' autonomous learning ability, teachers are required to be the guides of students' learning. The teacher carefully designed the after-school micro-class. In class, students learn micro-lessons independently and communicate in groups. Every student has the opportunity and courage to express his views and opinions, which is practical for students who express their views and can help other students solve problems.
Communication between students is more effective than communication between teachers and students. Their self-worth is reflected, and they can get more fun and motivation in their study.
Then let the teacher guide the students to answer questions and let them understand the relationship between various knowledge points, so that the classroom efficiency will be greatly improved and the weak links will be concentrated for intensive training. The establishment of micro-course learning platform explores a feasible way. Students can study online according to their actual needs under the guidance of teachers during holidays, in an environment composed of micro-videos and related resources, and between other learners and teachers. This learning form is not only a favorable exploration to cultivate students' autonomous learning ability, but also solves the phenomenon of making up lessons during holidays to some extent.
5. Micro-class is conducive to hierarchical teaching. Micro-class can make students stratify and set different topics according to different students in the course of class. Micro-courses can also make homework layered. Teachers reserve homework according to the specific situation of students, and the content of homework is within the range that students can complete independently, thus achieving an effect of cultivating students' self-confidence.
Micro-courses are stratified, students at different levels can watch different levels of topic interpretation, students have the right to choose freely, and each level reaches different levels, thus finding out the missing and filling in the gaps, which better solves the problem of transforming underachievers. Micro-curriculum research is to find the basic ideas and methods to solve problems, emphasizing the support of efficient classroom concept.
What kind of ideas teachers choose will determine what kind of ideas and methods teachers choose to solve problems. Once teachers enter the real classroom and face specific students, they have to flexibly adjust the scheme according to the actual learning situation of students and the unexpected situation in the teaching process.
Although the design in the sense of micro-curriculum research is not completely equivalent to the teaching action of a class or a unit, it can not be separated from the daily and specific teaching design of teachers, which takes a class or a unit as the teaching unit. The design of micro-class refers to the basic ideas and methods that teachers find and determine in a series of classroom teaching actions after discovering a certain educational and teaching problem worth tracking.
Therefore, micro-courses improve teachers' professional ability. The reform of education and teaching conforms to the development of the times. Reform is both an opportunity and a challenge. Micro-courses take information technology as the external condition. More importantly, it can show the charm of subject knowledge, stimulate students' enthusiasm for learning and make them really fall in love with learning.
Micro-course Micro-course can not only embody the student-centered teaching concept, but also embody the students' dominant position, so that students can experience the charm of inquiry and the joy of success. Let micro-courses enter the classroom and really serve the classroom. I believe that micro-lessons will bring spring to education and new changes to the teaching of history.
Let's do and think in the process of using micro-courses.
5. High school history micro-course: What are the similarities and differences between the Renaissance and the Reformation?
The similarities between the comparative case and the comparative case are the bourgeois anti-feudal struggle in the historical era of the decline of feudal system in western Europe and the embryonic development of capitalism. The goal of the Catholic Church is to seek and absorb nutrition from ancient times. Humanists rely on classical culture, while Luther relies on primitive teachings in the Bible.
Both of them spread to the vast areas of western Europe, which promoted the liberation of people's minds and the prosperity of modern culture.
Different content (for different people)
Renaissance preached the value of human beings, affirmed human beings, attached importance to human values, opposed God, and demanded the establishment of a bourgeois humanistic world outlook.
The Reformation still emphasized the existence and greatness of God, and demanded the establishment of a Protestant (social) struggle form that met the needs of the bourgeoisie. Renaissance criticized religious theology by reviving classical cultural forms.
Religious reform was carried out in the form of religious heresy, cloaked in religion, and the struggle was directed at the Vatican.
Renaissance began in Italy in the14th century, mainly in the field of ideology and culture, limited to the intellectual class.
/kloc-In the 6th century, Germany began the religious reform, which inspired the general public. This is a social movement in which all social strata participate. Renaissance liberated people from the bondage of religious theology and promoted the emergence of modern natural science. The religious reform swept away the feudal forces in the ideological and social fields, and produced Protestant ideas in the process of reform, which provided ideological weapons for the later bourgeois revolution. Renaissance is more of an ideological emancipation movement.
Religious reform is not only the anti-feudal struggle in the ideological field, but also the attitude of the anti-feudal political movement towards religion.
The Renaissance acknowledged and exposed the corruption and evil of the church, but it still held a conciliatory attitude towards the power of the church. Humanists need the protection of the Pope and the church, and do not want to embark on the road of religious reform, but only hope that the church will be more secular and humanized.
By reforming the church, the Reformation got rid of the control of the Catholic Church, established a new sect to meet the requirements of the times and the bourgeoisie, and replaced the authority of the Pope with the authority of the new nation-state.
Renaissance laid the ideological foundation for religious reform. Without the Renaissance's criticism of the feudal theological worldview in social science and natural science, there would be no actual bourgeois anti-feudal action.
(2) The Reformation was the practice and deepening of the Renaissance. It concentrated its efforts against the Roman Catholic Church, destroyed the spiritual dictatorship of the Catholic Church, made religious freedom prevail gradually, and provided a more favorable social environment for further emancipating people's minds and promoting the prosperity of modern culture.
6. How to use micro-lessons to stimulate high school students' interest in history learning? How to stimulate students' interest in high school history teaching?
Interest is the best teacher and the driving force of learning. Confucius once said, "Knowing is not as good as being kind, and being kind is not as good as being happy." How to make students like history class and improve the quality of history teaching in senior high school is worth our reflection. As a practitioner of the new curriculum reform, I realized in the teaching process that learning interest is the psychological premise for students to successfully complete their learning tasks. Once students are interested in what they have learned, they can take the initiative to learn and greatly improve the efficiency of classroom teaching. So how to arouse students' interest in history? Below I will talk about some superficial views on this issue. 1. Clever use of materials and efficient introduction of "everything is difficult at the beginning", so is classroom teaching. If a history lesson can have a fascinating "lead-in", grasp the students' curiosity and stimulate their desire to learn and explore, this lesson will be half successful. Therefore, teachers should carefully select materials and introduce them skillfully. There are many ways to import, such as using stories, idioms and allusions, famous sayings and epigrams, audio and video, pictures, cultural relics, social hotspots and local materials to design questions and guide students to explore the mysteries of history. 2. Appropriate selection of materials to enrich the classroom content. High school students have come into contact with many literary works, such as some poems and songs, which many students can recite or hum. Therefore, teachers can consciously quote some famous poems and sentences, enrich classroom teaching content, mobilize students' imagination, turn boring and abstract history into vivid history, enhance their understanding of historical knowledge, and often get unexpected classroom results. For example, when Buddhism prevailed in the Southern Dynasties, you can quote the poem "Four hundred and eighty temples in the Southern Dynasties" in Du Mu's Jiangnan Spring. Speaking of the traditional porcelain industry in China, we can quote the words in the song Blue and White Porcelain. 3. Language-oriented art lectures should not be scripted, but should be innovative, distinctive and even humorous. If we can use the language and methods that students are familiar with, connect the past with the present, and bring the history of "death" to students vividly, it will certainly stimulate students' interest and enliven the classroom atmosphere. The success of Mr Yuan Tengfei, who is called "the best history teacher in history" by netizens, is a good example. What is the excellence of Mr. Yuan? His students praised him: "He said crosstalk is the best among history teachers and history is the best among crosstalk actors." It can be seen that humorous language can stimulate students' interest in learning. 4. Teach students to skillfully use scientific memory methods. A lot of historical knowledge is boring and difficult to remember. Teachers may wish to compile some vivid formulas to help students remember, so that students can accurately grasp knowledge in a lively classroom atmosphere and never forget it. For example, when teaching the content of Tianjin Treaty (compulsory course 10), the mnemonic method of ten trading ports is: ten more ports will be opened in one day, Jiangnan Town of the Yangtze River and Jiuhan. There are cigarettes in the coastal camp and Shantou, and there are Joan lamps on the island. Such an important and difficult knowledge point is thus remembered by students. In addition, the content of the Beijing Treaty can be remembered by homophonic method: "Chinese workers are allowed to accompany (compensate) wine (9) every day." Wait, the list goes on. Adopting modern educational technology and multimedia teaching is the inevitable trend of today's educational development. Multimedia teaching can vividly display words, tables, pictures, cartoons, music, movies and so on. It can not only make students better master and understand knowledge, but also make history visible, tangible and tangible, thus becoming lively and interesting, thus greatly improving students' enthusiasm for learning history and the quality of classroom teaching. For example, the content of "opening up a new route" (compulsory 2, lesson 5) can be used in the CCTV documentary "The Rise of Great Powers". 6. There are many forms of organizing learning activities to arouse and cultivate interest in historical activities, such as letting students compile historical scripts, historical knowledge contests, visiting museums, holding debates, etc. It is a good way to organize a debate on people or things that students are interested in but controversial. For example, the lesson "The Formation of centralization of authority in Qin Dynasty" (compulsory lesson 1 and 2) involves the evaluation of Qin Shihuang. Some people think that Qin Shihuang unified the world and was an emperor through the ages. Some people think that Qin Shihuang is a rare tyrant, and his extravagance exceeds his achievements ... Students are interested in these important figures in history, and designing discussion classes to let them form their own opinions in the debate is an effective way to cultivate students' interest. No matter what opinions students give in the debate, as long as they are reasonable and well-founded. After the debate, teachers should make comments, sum up the arguments of both sides, form a relatively complete knowledge information system, and feed it back to students. By holding these activities, students' understanding of historical figures and events and their concern for national destiny are stimulated, which not only cultivates students' interest in learning history, but also inspires students' ability to think from multiple angles. In short, in order to highlight students' dominant position in learning under the concept of new curriculum standards, teachers are required to fully stimulate students' interest in learning in teaching. As a practitioner of the new curriculum experiment, every teacher should constantly sum up experience in teaching and seek ways to stimulate students' interest and enthusiasm in learning in order to meet the requirements of the new curriculum reform and improve students' ability to know and understand history. References: [1] He Zhang Qi. Let's talk about stimulating students' interest in learning history [J]. Middle School History Teaching Reference, 2003(07). [2] Ma Jinhong. How to improve students' interest in learning history [J]. Exchange of science, education and culture (mid-tour), 20 10(05).