This micro-lesson is the main content of XX's consumption view in Chapter X of XX. This content is a bit difficult, and there are many concepts involved. Whether you are a farmer, a worker or a white-collar worker, this micro-course will play a great role.
If it is an independent course, then omit it to the front, pay attention to the interesting and rich cases of the course, and establish a correct consumption concept for you, what to buy, what not to buy, what is worth buying and what is not worth buying. This section of the micro-lesson will be explained in detail.
I'm just a general idea. It depends on your "course design".
Question 2: How to write a brief introduction to the classical Chinese review micro-course works for the senior high school entrance examination? The principle of making micro-lessons is to get the best effect of students' autonomous learning from the students' point of view, to embody the student-oriented teaching thought, and to pay attention to highlighting the important and difficult points. The biggest advantage of digitalization is that it can take the place of teachers in class, and students can watch it repeatedly anytime and anywhere. ""what should be recorded in the micro-course? The first point is to record the teacher's personal understanding of the teaching content. Second, the micro-lesson records the teacher's educational strategies, teaching methods and his emotional activities with students. "Therefore, the core content of micro-lessons is classroom teaching videos, and it also includes auxiliary teaching resources related to teaching themes, such as practice tests, student feedback, teacher comments, etc. It is not only different from traditional teaching resources such as teaching examples, teaching courseware, teaching design and teaching reflection, but also a new teaching resource inherited and developed on this basis. Micro-course "fragmented" knowledge, a micro-course only teaches one knowledge point, without complex curriculum system and numerous teaching objectives. Related knowledge points can be made into a series of micro-courses, and the knowledge transmitted can still be comprehensive, but it is more convenient for students to learn independently and understand and absorb.
Question 3: the wonderful use of animal tail introduces how to write a kangaroo's tail is thick and long, full of muscles. It can not only support the kangaroo's body when it is resting, but also help the kangaroo jump faster and farther when it jumps. In an emergency, kangaroos can jump 10 meters or more with their tails. The deer's tail is small and short, but it is an important warning signal. When danger approaches the fawn, the fawn who first discovers the enemy will erect its tail, expose the bright spot below, and alert its companions. Deer will run away as soon as they get the alarm. People often say that a rabbit's tail can't grow. In fact, the rabbit's short tail can help the rabbit escape in an emergency. When the rabbit was bitten by a wild animal, the rabbit immediately took off the holster of its tail with a skinner, thus winning the moment of running for its life. The platypus's tail is hairy, thick and strong, and there is a lot of fat in it. When winter comes, a thick tail full of fat can help it keep out the cold and provide necessary nutrition. The steed running on the grassland, with its tail tilted backwards, is extremely proud. When running, the horse's tail plays a good balance role. Usually, a horse uses its tail as a fly swatter to drive away mosquitoes, flies and horseflies that attack it. The tail of the house mouse is a good helper for crawling, which can help it climb from here to there along the wall. The house mouse can even hook the syrup or cream out of the bottle with its tail, and then take back its tail to taste these delicious dishes. The most interesting thing is the monkey on Monkey Mountain. Its tail is its fifth hand. Monkeys run around trees with their tails. Sometimes they catch food with their tails. The little squirrel sleeps with its tail as a quilt; Woodpeckers use chisel-like mouths to look for pests on tree trunks, and a thick tail is an important support. The most useless thing is the pig's tail, which is short and small and can only be used as a trinket.
Question 4: How to make excellent micro-courses? What kind of micro-lesson videos are popular?
It is one of teachers' duties to let students participate in learning more actively. The student turnover rate of large-scale open online courses has always been the focus of attention. Therefore, teachers who start classes will rack their brains to attract and encourage students, even if they just learn a little more, which can improve students' sense of accomplishment.
Recently, two papers based on coursera and edX data have aroused great interest in domestic academic circles. The paper "How Video Production Affects Student Participation: An Inspirational Study of mooc Video" was written by doctoral students, postdoctoral students and vice president of edX engineering at MIT, and 6.9 million video viewing records on edX were analyzed. After statistics, what kind of video is more attractive. Paper is "fascinating"
A large number of online courses are collaborations between doctoral students and professors at Stanford University and Cornell University. By mining the data records of machine learning and probability graph model on coursera, this paper analyzes the differences of students with different final grades in the learning process and how to improve the activity of the course forum.
The two papers analyze how to improve students' initiative from the perspectives of curriculum production and teaching process (operation). Some conclusions are obvious, and some conclusions are surprising, which are of great reference significance to course teachers and the design and operation of the platform. Professor Hu Tiesheng, Secretary-General of Network Education Professional Committee of Guangdong Education Association, special expert of micro-course construction in primary and secondary schools and universities of Ministry of Education, and founder of micro-course, specially extracted his main conclusions, and combined with practical experience to judge and comment. This magazine invites Professor Hu to elaborate on the original conclusion, hoping that readers can learn how to record more attractive micro-lessons through the analysis of relevant statistical data.
Videos shorter than 6 minutes are the most attractive.
Reporter: The micro-lesson is short and pithy, so how long the micro-lesson video is the most attractive?
Hu Tiesheng: According to edX statistics, no matter how long the video is, the actual median viewing time of users does not exceed 6 minutes. Moreover, the video of 6-9 minutes is an inflection point, and the median of actual viewing of longer videos will decrease. For example, if the video is longer than 12 minutes, the median actual viewing time is only 3 minutes. So there is a standard answer to the question "How short is a micro video?". Six minutes. This figure is hard to accept, because according to the habits of most teachers, six minutes can't finish anything, and 15 minutes is barely enough. But combined with the next conclusion, it is not necessarily impossible.
In June, 20 13, we analyzed the video duration of the first national primary and secondary school micro-lesson competition. The analysis results show that 3-7 minutes is the best duration, which is too long to be effective, too short to be clear or requires high video editing technology. That is, more than 87% of the micro-teaching videos are less than 10 minutes. 75% of the videos are between 5 and 8 minutes, less than 6% are less than 3 minutes, and less than 13% are more than 10 minutes. It can be seen that the longest video length of micro-lessons in primary and secondary schools should not exceed 10 minute, and 5-8 minutes is the most appropriate. Different subjects, different learning objects, slightly different.
It's important to speak quickly.
Reporter: The video is very short and should contain enough knowledge points. Is there any requirement for the lecturer's speaking speed?
Hu Tiesheng: Although statistics show that the speed of speech is not directly proportional to the attractiveness of the video, when the speed of speech reaches 185-254 words per minute, I estimate that I will speak 300 fewer Chinese words, and I can get more attention no matter how long the video is. The reason is easy to understand. Speaking fast is often accompanied by * * *, and * * * is infectious and can impress learners and make them more focused. Therefore, the more enthusiastic a teacher is, or even * * *, the more attractive it is to students.
The faster you speak, the shorter it takes to teach the same content, so that the video output can approach or even reach the suggested length of 6 minutes. As long as you make a plan before recording, make the content more compact and faster, no nonsense, no mechanical repetition (students can repeat it themselves), and cut off oral words such as "hmm" and "ah", a short and pithy video will be available.
To some extent, the shorter the teaching video of the same content, the higher the learning efficiency of students. This is the "language view" that teachers must have in making micro-lesson videos. Most micro-lesson videos ... >>
Question 5: Does any teacher know how to write the idea of micro-course design? Urgent need, thank you, teacher. I also thought about it when I was doing micro-classes. I think the design of a short micro-course is actually a complete teaching link of this knowledge point, with teaching objectives, teaching content, students' performance, teachers' explanation and so on.
So how should the overall idea be designed in the process of making micro-courses? I have summarized the following points for reference only: 1. It is necessary to reflect the learning objectives of this micro-course and let students know the learning tasks of this micro-course.
2. What forms/skills are used to make students understand and master the knowledge points in the micro-lesson explanation?
3. Help students to consolidate the knowledge points in this section by asking questions, asking questions or case analysis.
4. Combining with its own advantages and resources, reasonably design the introduction, development, consolidation and expansion of micro-course teaching.
5. Micro-courses need to be concise and clear, all links should be closely linked, and knowledge points should be explained step by step.
Give a chestnut to illustrate, for example, the design idea of the entry "Thermal Cycle" in China Micro-course Competition:
Starting with the concepts of air pressure and horizontal air pressure gradient force, combined with life examples (a steaming cup of tea and an air conditioner blowing cold air), students are guided to observe the direction of air movement, that is, the air moves vertically first; Combined with the molecular movement diagram of air, it is intuitively shown that the vertical movement of air causes a pressure difference on the same horizontal plane (in short, "hot low pressure" and "cold high pressure" are formed near the ground), and then the air moves horizontally-from high pressure to low pressure under the action of horizontal pressure gradient force. This whole process is a thermal cycle. Using land-sea breeze and urban heat island circulation to strengthen students' analysis of the formation process of thermal circulation.
Question 6: How to write the scheme of micro-course teaching design? An excellent micro-course design scheme mainly consists of two parts, one part is the teacher's copywriting planning, and the other part is the shooting and video processing scheme of the recording institution.
Teacher copy planning:
1, determine the theme of the micro-lesson, and teach a knowledge point in one micro-lesson.
2. Course planning:
Plan the course outline, design the course system, plan the teaching content and make the course copy.
Shooting and video processing scheme of recording organization;
1, shooting preparation:
PPT design, course script design, course material arrangement, video production specification determination.
2. Video shooting:
Interactive big screen shooting, live shooting, virtual scene shooting, * * * shooting.
3, video clips:
Video management, video editing, video transcoding and video proofreading.
4, video packaging:
Material insertion, special effects production, title production, subtitle production.
An excellent micro-course teaching design scheme not only has excellent video recording quality, but also has a good visual experience.
The above is provided by deshengzhi video courseware.
Question 7: What is a micro-course? How can we teach micro-courses well? "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:
First of all, 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-class refers to explaining a very fragmented knowledge point, test sites, examples, homework problems, or teaching experience with a 5- 10 minute micro-video.
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, select and analyze knowledge points.
The selection and analysis of knowledge points are very important whether a micro-lesson can be designed well and the teaching effect is good. 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, knowledge points, try to choose popular test sites, teaching priorities and difficulties.
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-courses.
Micro-courses mainly have the following types:
1, lecture class-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-applicable to teachers in the teaching process, according to the objective laws of teaching tasks and learning, to inspire students' thinking as the core, using a variety of ways to mobilize students' initiative and enthusiasm in learning, and to promote students' lively learning.
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 an organizational form through groups or teams ... >>
Question 8: How to make excellent micro-courses? The biggest hot spot now is micro-courses. Both the administrative department of education and related universities have turned their attention to micro-courses. Recently, during the training in Shandong, Shenzhen, Zhejiang and other places, the author discussed micro-courses with local teachers. What should be recorded in the micro-class? The first point is to record the teacher's personal understanding of the teaching content; The second point is to record the educational strategies, teaching methods and emotional activities of teachers and students to help students understand.
Question: What is a micro-course?
What is a micro-course? There are many definitions about the concept of micro-courses on the Internet. But in general, micro-courses are used to deal with teachers' courses by digital means. The biggest advantage of digitalization is that it can take the place of teachers in class, and students can watch it repeatedly anytime and anywhere. What the micro-course should do is not to make the text teaching materials sound. If it's just sound, no one needs to read it, because computers can read it directly. Because people have feelings, attitudes and values, tacit knowledge can't be done by computer voice translation. That micro-lesson is to record the teacher's explanation and understanding of the course.
What should be recorded in the micro-class? The first point is to record the teacher's personal understanding of the teaching content; The second point records the teacher's educational strategy, teaching methods and his emotional activities with students.
In my opinion, micro-lessons should be divided into three categories: the first category is Li Yuping micro-lessons, the second category is Foshan micro-lessons, and the third category is Khan micro-lessons. Why do you classify it like this?
According to the three contents, Li Yuping's micro-lesson is the "three small" research of curriculum teaching (paying attention to small phenomena, developing small strategies and accumulating small stories). He has done PPT digital stories for teaching activities, and all teaching scenes are reflections and summaries of teaching. His idea is the professional development of teachers. This kind of development is really popular with teachers, and many provinces and cities in China are learning it.
Recently, a competition was held in Foshan micro-class. Most of the first prize works are recorded in the course at the beginning, and then a three-to-five-minute clip is intercepted in the course record. Now, with the popularization of the concept of Khan Academy, there are some schools similar to Khan in Foshan micro-courses, but their main body is still based on course records.
Foreign brain science research has found that students' attention is very high at the beginning of class, and it drops after 10 minutes. If the teacher doesn't change the method and content, everyone's attention will always be low, and then they will be very excited when class is over. I don't know if you agree.
The second question: what is not a micro-course?
1. Multimedia Courseware Assisting Teachers' Lecture
Many teachers make their own micro-courses into multimedia courseware to assist teaching. This courseware, called CAI courseware, is a teacher-centered teaching assistant tool to help teachers present the lecture content on the screen. Why do many teachers make micro-courses into courseware for past lectures? The school trains teachers to make courseware. After a long time, everyone is "poisoned", so they make courseware as soon as they do it. They didn't expect that micro-courses and courseware are two different things. Micro-courses are for students to learn by themselves, and courseware is to help teachers give lectures. It is completely different from teacher-centered or student-centered. Everyone should realize that micro-lesson learning is a fundamental and subversive change in educational concepts, and many teachers need a process of updating their concepts.
2. Classroom teaching video recording
This truth is the same as in the past. There were too many videos in the past, and everyone developed a mindset. When talking about making classroom videos, they cut a paragraph. This is not a micro class. There are also national quality courses, which we call the digital moving of the quality course website and moving to the Internet. It's not a micro class. Because micro-course is not equal to a short period in the classroom process, micro-course is not equal to a local course of the complete course, and it is a complete teaching design in itself.
Three questions: What's the difference between micro-course design and textbook compilation?
1. Micro-courses are more story-telling.
Firstly, compare the differences between paper textbooks and micro-courses. Paper teaching material is a rigorous knowledge system, which objectively introduces subject knowledge and is not strong in story. At that time, when I was talking about micro-courses in the publishing house, the editor of the publishing house told me: "Remember the third review when editing textbooks, and we must strictly edit and review the system. All the emotional words in the course you edited should be deleted, and you can't stay. "
2. Micro-courses need flexible teaching strategies.
Paper textbooks use academic language to describe the knowledge between classes through the unified national curriculum standards, while micro-classes can stimulate students' interest with more flexible teaching strategies and more diverse ways ... >>
Question 9: What is a micro-course? What are its main features? First, the concept and composition of "micro-course"
"Micro-class" refers to the whole process of recording teachers' wonderful teaching and learning activities around a certain knowledge point or teaching link with video as the main carrier in the process of classroom education and teaching. The core content of "micro-lesson" is classroom teaching video (lesson fragment), and it also includes teaching design, material courseware, teaching reflection, practice test, student feedback, teacher comments and other auxiliary teaching resources related to the teaching theme. They * * * jointly "created" a semi-structured and thematic resource unit application "microenvironment" with certain organizational relations and presentation methods. Therefore, "micro-course" is not only different from traditional teaching resources such as teaching examples, teaching courseware, teaching design and teaching reflection, but also a new teaching resource inherited and developed on this basis.
Second, the main characteristics of "micro-course"
(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/composition of resources is "situational": 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.
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.