1. Strong narrative knowledge points
Mainly refers to concepts, theorems and laws and other knowledge points. For example, in the last semester of Senior Two, in order to get the conclusion that 1 hour =60 minutes, the teacher asked the students to observe the clock face first, and guided them to observe that there were 12 large squares and 60 small squares on the clock face, and then calculated that it was 60 minutes for the minute hand to walk around. Finally, the students were asked to move the pointer by hand.
On the concept of angle in the last semester of Senior Two, the teacher can dynamically show the various parts of the angle by combining the graphics of an angle in the micro-class. At the same time, he tells that "starting from a point, the graphics composed of two straight lines are called an angle, and this point is called a vertex. These two straight lines are called edges, and an angle has a vertex and two sides". It is not just for students to make such knowledge into micro-courses.
2.
According to the assignment format, writing requirements and knowledge expansion
There will be more written homework in mathematics in the third grade than in the first and second grades. Teachers usually tell the whole class the requirements of homework writing and answering questions at the beginning of school, but these requirements are too many for most students to write down. At this time, the teacher can not only tell the students the homework requirements in the micro-class, but also show them the correct examples of homework pictures. With such a micro-lesson, children can watch it several times at home. In addition, teachers can classify according to different standards (for example, divide the format requirements into exercise books, exercise books and test papers, and make three micro-lessons respectively), so that students can choose to study in a targeted way.
If you explain a certain kind of difficult problem, such as calculating the perimeter of the figure 1, you can dynamically demonstrate the translation process in the micro-class, help students intuitively understand the transformation method, and finally turn the problem into a rectangle with a length of 10 cm and a width of 6 cm.
3.
Difficulties in explaining knowledge
For example, when teaching sophomores to know time, many students tend to read the wrong hours for the following types of time, such as 8: 55, 1 1: 50, so teachers can design a micro-lesson to help students understand how to read this type of time. For example, many students will also encounter difficulties in solving problems related to multiplication, which involve drawing line graphs. This paper expounds how to gradually transition from physical painting to line drawing. Every unit has knowledge difficulties, even in every class. Teachers should pay attention to collecting and understanding students' mastery.
4.
Method and process demonstration
This kind of micro-lesson is suitable for knowledge points with strong operability, such as crossing a point outside a straight line to make a vertical line, measuring angle, measuring length and so on. Taking angle measurement with protractor as an example, this paper explains the measurement method through PPT animation demonstration and presents it to students in text form. If the whole process of measuring the angle with a protractor is recorded with a camera tool for students to see, it will make students more aware of the use of the protractor in actual operation. It is not only more intuitive, but also much less than making PPT and customizing animation. However, it should be noted that the micro-lesson video should be accompanied by a text description of the operation steps.
How to design micro-courses
1. When making micro-lessons, teachers need to accurately grasp how many knowledge points the teaching content contains, and each knowledge point needs to be upgraded at several levels, which levels can be reflected in micro-lessons and which levels should be upgraded in classroom learning.
In the flip class of "Drawing a Vertical Line" by Mr. Hou Yongxian in our school, the teaching content includes three knowledge points, namely: crossing a point on a straight line to make a vertical line of a known straight line; A point outside the straight line is perpendicular to the known straight line; A point outside a straight line has the shortest distance to this straight line. For the teaching content, Mr. Hou first made a detailed analysis, so he made three short micro-lessons for students to learn independently before class: micro-lesson1-crossing a point on a straight line to make a known vertical line; Lesson 2-crossing a point outside the straight line as the perpendicular of the known straight line; Micro lesson 3- the distance between a point and a straight line. In order to highlight the correct drawing method, some wrong drawing examples are presented in the micro-lesson. For the knowledge point of "the shortest distance between a point and a straight line", a short story is introduced in the micro-lesson. It is proved by animation that the vertical line segment is the shortest among several line segments, and the length of the vertical line segment refers to the distance from this point to a straight line. It is necessary to analyze these three knowledge points and apply the properties of vertical line segments in class. The difference between vertical line and vertical line segment. Only by distinguishing clearly can students make no mistakes in solving practical problems by using the properties of vertical line segments.
2. As an important means of auxiliary teaching, the design of micro-courses should complement each other with self-study reports and classroom teaching, and be in-depth at different levels. Fig. 2 is a structural diagram of the implementation and achievement of micro-lessons, self-study reports and classroom teaching design goals in the section "Drawing Vertical Lines" by Mr. Hou.
Figure 2 well reflects the unified relationship among micro-class, self-study report and classroom teaching, which complement each other and form a flip classroom.
How to design a self-study report for micro-courses
When making micro-lessons, we hope that students can think about non-conceptual knowledge points when watching micro-lessons, instead of relying on teachers to fully explain and students passively accept them. Combined with the "overall teaching mode with learning as the teaching unit" in mathematics in our school, micro-courses are being designed at present, and self-study reports that are closely combined with micro-courses are also being designed. I hope that through this self-study report, teachers can understand the learning effect or existing problems of students after learning micro-classes. Self-study reports can sometimes be presented in the form of "pre-test" in class. Therefore, when designing the self-study report, we need to pay attention to the following two points.
1.
The micro-course is consistent with the self-study report.
Self-study report is mainly used to feedback whether students have seen micro-courses and their mastery of knowledge in micro-courses. Only when teachers see the feedback of "self-study report" or "pre-test" can they fully understand the students' learning situation, so as to realize "teaching students according to their studies". Teachers and students can get feedback results conveniently and quickly through the network platform or "e-bag" technology. Therefore, it is particularly important to carefully design the "self-study report".
In Mr. Hou's "Draw a Vertical Line" flip class, the self-study report designed four drawing questions for the micro class 1, and the directions of the known straight lines in the four pictures were different. For micro-lesson 2, four drawing questions are also designed in the self-study report, except that the direction of the known straight line is different, and the known straight line needs to be extended before drawing. In the third lesson, in the self-study report, a topic is designed to solve the problem by using the properties of vertical line segments. The design of topics in the self-study report includes not only exercises that can directly use the knowledge taught in micro-courses, but also consolidation exercises that allow students to use their brains and think differently, so that students can have a deeper application of knowledge.
Teacher Lai's self-study report on the course "Knowing Clock" is prepared for students' tests and self-study attempts after learning micro-lessons. Therefore, if the teacher thinks about the content of the self-study report, then the general content of the micro-lesson will be clear. If the content of the micro-lesson has been determined, then the self-study report will naturally be derived.
2.
Classroom teaching and self-study report are consistent.
Before entering the classroom, teachers should know about the students' self-study reports, fully understand the students' learning situation, and prepare lessons for the second time-teaching with learning. The self-study report is like a map of classroom teaching. Whether it shows the whole route or part depends on the content. The classroom implementation process of Mr. Hou's "Drawing Vertical Lines" class: exchange preview gains-check the completion of self-study report in groups, correct mistakes-exchange two discriminant problems in groups.
Teacher Lai's "Knowing Clocks" was told twice. For the first time, the knowledge review and the established knowledge in clocks and watches are explained to students by means of dynamic demonstration, and the key and difficult points of teaching are given to children to try to complete at home, and then they go back to school to report the key points and analyze the difficult points. However, in the self-study report, it is found that most students pay attention to difficult problems, but ignore the analysis and communication of key problems. Therefore, some students do not fully understand the method of reading time. In the second teaching, the teaching content of the self-study report in the micro-lesson was adjusted, and the guiding operation was added to the teaching focus: let the students start from the hour (9 o'clock), dial the minute hand clockwise, and say when they arrive, and leave the teaching difficulty (8: 55) in the classroom, and show the difficulty after the students fully master the reading method. According to the choice of students' different answers, the pros and cons are determined to debate. By explaining the reasons and methods, students have mastered the method of identifying reading time and achieved good learning results. In this class, we can see that a class begins with a micro-class and is implemented in the self-study report, while the display of learning focuses and the breakthrough of difficulties stay in the classroom.
What are the necessary conditions to realize the application of flip classroom mode micro-course?
1.
technical support
Teachers and students are proficient in operating the platform or e-bag, and can get the support of parents.
2. The establishment of "learning first" mechanism
The purpose of flipping the classroom is not only to improve students' learning efficiency, but also to improve their autonomous learning ability. Then "learning first" should be a consistent behavior, and flipping the classroom model should also be a normal state. Therefore, even if there is no complete "micro-lesson+self-study report" in teaching, teachers should have micro-lessons or "self-study report" (that is, the forms of "learning first" can be varied)
3.
Create a group cooperative learning style.
Flip class needs mutual help and * * * to advance and retreat together to improve the learning effect. If teachers want to create the same learning body effectively, they need to formulate reasonable rules for group activities and a reasonable and effective evaluation system.
4.
Practice design
An important part of the flip course is "practice", which takes longer than the general new course. Because in the flip class, teachers expect to pay attention to each student's practice and give guidance when students practice, so that students with different ability levels can get targeted guidance, and students with better ability can be small teachers to help other students. Such activities naturally extend the practice time. The exercises include pre-test and foundation.
5.
Teacher's role
The process of teachers designing micro-courses is the process of fully studying teaching materials, but micro-courses need teachers' ability to explain. In the process of integrating micro-lessons with classroom, we find that when students reproduce and break through the key points, teachers' ability to control the classroom, adjust the group learning state and grasp the opportunity has been promoted to an unprecedented height. How to effectively organize discussion, debate, questioning and hands-on operation among students, so that the teaching objectives can be implemented or even expanded?
In a word, the purpose of flipping the classroom is to help students better understand and master knowledge, and to help them solve learning problems more conveniently by using mobile learning devices and networks. But as Dr. Wang Xiaodong said: If your existing classroom teaching form can well implement the teaching objectives, is it necessary to do micro-lessons to flip the classroom? We don't flip for the sake of flipping, but to help students study better. Therefore, we should put this in the first place when doing micro-courses.