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.
Five characteristics:
1. Short time? (5- 10 minutes, according to the cognitive characteristics and learning rules of primary and secondary school students)
2. Focus (a knowledge point; An abbreviated version of a course, mathematical historical materials, interesting topics, etc. )
3. Various forms (picture in picture, pure PPT explanation, hosting style)
4. Is it used for academic research? In this real, concrete and typical case-based teaching situation, teachers and students can easily learn higher-order thinking abilities such as tacit knowledge and tacit knowledge, and imitate, transfer and improve teaching concepts, skills and styles, thus rapidly improving teachers' classroom teaching level and students' academic level.
5. Technical support (using information technology to record and play videos)
Let's also introduce its "brothers and sisters":
1. Classroom without students: also called simulated classroom teaching, micro-class, etc. It simulates daily teaching situations, regards itself as a teacher and gives lectures to students. Candidates are required to fully demonstrate their classroom teaching skills in a specific situation and within a limited time.
2. Lecture: that is, the explanation of classroom teaching plans. Candidates are required to tell their lesson plans on the basis of preparing lessons. Not only what to teach, how to teach, but also why to teach so, emphasizing depth.
3. Defense: After the trial lecture or lecture, the examiner will ask questions to the candidates according to their teaching plans and lecture contents, and the candidates will answer them. The questions will focus on educational theory, teaching process and teaching evaluation.
4. Structuring: Examiners ask the same questions to each candidate according to the preset questions, and give corresponding evaluations to their related abilities and personality characteristics according to the candidates' answers and behaviors.