The teaching content of micro-courses is centralized, generally aiming at a certain knowledge point or the content of a lesson in a certain aspect. It doesn't care about the integrity of teaching links, but it should still include three steps: introducing topics, teaching content and summarizing. Micro-class teaching time is limited, and a micro-class is normally between 15 minutes and 20 minutes. Micro-courses generally have no students involved, only facing the judges. The specific process of class is the same as that of regular classroom teaching. The teacher presents the preset teaching process on the podium, including the process of asking questions, arranging classroom activities, and cooperating with students to solve problems. Since there are no students, the teachers' design is to continue to show the next teaching session after asking questions or sorting out, assuming that the students have finished. Micro-courses can greatly save students' time to answer questions or activities. ?

Second, the difference between micro-courses and lectures. Micro-courses and lectures are two completely different forms, so it is forbidden to equate micro-courses with lectures. ?

The essence of "micro-course" is class, which has the basic attributes of class. Micro-course is a course in essence, which is different from normal course in that the time is short and there is no real participation of students. And "speaking" focuses on "speaking". Talking about goals, teaching methods and processes ... is an "armchair strategist", a retreat, not a class, but telling everyone how to prepare and why. ?

3. What are the basic requirements for a good micro-course?

Get to the point. Due to the short teaching time of micro-courses, it is necessary to cut into the theme quickly. You can set topics or questions to introduce topics; You can introduce the topic from the previous basic content; Topics can be introduced from life phenomena and practical problems; You can also cut to the chase and get to the point.

Teaching clues should be clear. In micro-teaching, try to have only one clue. Focus on this clue, explain and analyze the main knowledge, or teach carefully, or enlighten skillfully, or actively guide, and strive to successfully complete the teaching tasks stipulated by the discipline in a limited time.

Teachers should speak appropriately. In the micro-class, after omitting the students' activities, the teachers' explanation level has attracted the attention of the judges. Teachers' language should be vivid, infectious, accurate, logical and simple.

The blackboard writing in class should be simple. There should be neither too many nor too few blackboard books, which should really play the role of prompting the main points of the content. In the micro-class, you can prepare some blackboard books on the cardboard in advance and display them in the appropriate position in the form of wall charts in the teaching process, which can save time.

Summarize quickly after class. There must be a summary at the end of the micro-lesson. It takes two or three minutes to summarize and generalize the teaching of a lesson, so that the classroom structure of the micro-lesson tends to be complete. The summary of micro-courses is not long but accurate, and we should pay more attention to the summary of subject methods while paying attention to the content summary.