What are the characteristics of micro-courses?
1. Micro-course is "neither humble nor supercilious". Although the micro-course is short and not as grand as the general course, it is of great significance and obvious effect and is a very important teaching resource.
2. The micro course is "not small". Although the micro-course is short, its knowledge connotation and teaching significance are great. Sometimes a short micro lesson is more useful than dozens of lessons.
3. Micro-courses "slowly heat up". Micro-courses are all based on the principle of taking small steps. Explaining one or two knowledge points in a micro-course seems slow, but it is progressing steadily, and the actual effect is not slow.
4. Micro-courses are "effective and not thin". Micro-courses have the function of many a mickle makes a mickle. Through constant micro-knowledge and micro-learning, we can achieve great truth and wisdom.
What are micro-courses and their characteristics?
Micro-course refers to a structured digital resource that uses information technology to present fragmented learning contents, processes and extended materials according to cognitive rules.
The characteristics of micro-courses are: 1, and the host teaches. The host can appear in the camera and voiceover.
2. Playability of streaming media. Can play video, animation and other network-based streaming media.
3. The teaching time is short. 5- 10 minutes is appropriate, with a minimum of 1-2 minutes and a maximum of 20 minutes.
4. The teaching content is less. Highlight the knowledge or skills of a subject.
5. Small resource capacity. Suitable for mobile learning based on mobile devices.
6. Exquisite teaching design. Complete and meticulous information teaching design.
7. Classic demonstration cases. Real, concrete and typical case-based teaching scene.
8. Give priority to self-study. Learners' autonomous learning course is one-on-one learning.
9, the production is simple and practical. A variety of ways and equipment production, for the purpose of practicality.
10, supporting related materials. Micro-courses need related exercises, resources and evaluation methods.
Extended information "micro-course" refers to a short and complete teaching activity that is carefully designed and displayed in the form of streaming media around a knowledge point or teaching link in order to make learners learn independently and get the best results. Its form is autonomous learning, the purpose is the best effect, the design is meticulous information teaching design, the form is streaming media, the content is a certain knowledge point or teaching link, the time is short, and the essence is a complete teaching activity.
Therefore, for teachers, the most important thing is to do micro-lessons from the perspective of students, rather than from the perspective of teachers, reflecting the student-oriented teaching thought. References:
Baidu encyclopedia entry-micro-course.
What are the characteristics of micro-courses?
The characteristics of micro-courses are:
1. The host gives a lecture. The host can appear in the camera and speak outside the voice.
2. Playability of streaming media. Can play video, animation and other network-based streaming media.
3. The teaching time is short. 5- 10 minutes is appropriate, with a minimum of 1-2 minutes and a maximum of 20 minutes.
4. The teaching content is less. Highlight the knowledge or skills of a subject.
5. Small resource capacity. Suitable for mobile learning based on mobile devices.
6. Exquisite teaching design. Complete and meticulous information teaching design.
7. Classic demonstration cases. Real, concrete and typical case-based teaching scene.
8. Give priority to self-study. Learners' autonomous learning course is one-on-one learning.
9. The production is simple and practical. A variety of ways and equipment production, for the purpose of practicality.
10. Support related materials. Micro-courses need related exercises, resources and evaluation methods.
What are the characteristics of micro-courses?
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.
What are the characteristics of microteaching?
Characteristics of micro-lesson: (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.
What are the advantages of micro-courses?
The main feature and advantage of "micro-lesson" is (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. As far as school education is concerned, micro-lessons have not only become an important educational resource for teachers and students, but also the basis for the reform of school education and teaching mode.
(5) The theme is prominent and the content is specific. A course is a theme, or a course is a thing; The problems studied come from the specific problems in the specific education and teaching practice: or life thinking, or teaching reflection, or difficult breakthrough, or prominent focus, or learning strategies, teaching methods, educational and teaching views and other specific, realistic problems that can be solved by oneself or peers.
(6) Grassroots research and interesting creation. It is precisely because of the tiny content of the course that everyone can become a developer of the course; It is precisely because the object of curriculum use is teachers and students, and the purpose of curriculum research and development is to closely link teaching content, teaching objectives and teaching methods, and it is "for teaching, in teaching and through teaching", rather than verifying and deducing theories, so it is decided that the content of curriculum research and development must be a problem that teachers are familiar with, interested in and capable of solving.
(7) The results are simplified and diversified. Because the content is specific and the theme is prominent, the research content is easy to express and the research results are easy to transform; Due to the small capacity and short time of the course, there are various forms of communication (online video, mobile phone communication, Weibo discussion).
(8) Feedback is timely and targeted. Because of the concentrated "classroom without students" activities in a short time, participants can hear others' comments on their teaching behavior in time and get feedback information.
Compared with normal lectures and evaluation activities, "selling now" is immediate. Because it is a "rehearsal" in the group before class, everyone participates, learns from each other, helps each other and improves together, which relieves the psychological pressure of teachers to some extent, and will not worry about the "failure" of teaching and the "offending people" of evaluation, which will be more objective than normal evaluation.
Ten characteristics: Micro-course only teaches one or two knowledge points, without complicated curriculum system and numerous teaching objectives and teaching objects. It seems that it is not systematic and comprehensive enough, and many people call it "fragmentation". However, micro-courses are aimed at specific target groups and deliver specific knowledge content. A micro-course itself should be systematic, and the knowledge expressed by a group of micro-courses should be comprehensive.
The characteristics of micro-courses are: 1. The host is giving a lecture. The host can appear in the camera and speak outside the voice.
2. Playability of streaming media. Can play video, animation and other network-based streaming media.
3. The teaching time is short. 5- 10 minutes is appropriate, with a minimum of 1-2 minutes and a maximum of 20 minutes.
4. The teaching content is less. Highlight the knowledge or skills of a subject.
5. Small resource capacity. Suitable for mobile learning based on mobile devices.
6. Exquisite teaching design. Complete and meticulous information teaching design.
7. Classic demonstration cases. Real, concrete and typical case-based teaching scene.
8. Give priority to self-study. Learners' autonomous learning course is one-on-one learning.
9. The production is simple and practical. A variety of ways and equipment production, for the purpose of practicality.
10. Support related materials. Micro-courses need related exercises, resources and evaluation methods.
Ten characteristics of micro-courses
Micro-course only teaches one or two knowledge points, without complicated curriculum system and numerous teaching objectives and teaching objects. It seems that it is not systematic and comprehensive enough, and many people call it "fragmentation".
However, micro-courses are aimed at specific target groups and deliver specific knowledge content. A micro-course itself should be systematic, and the knowledge expressed by a group of micro-courses should be comprehensive. The characteristics of micro-courses are: 1. The host is giving a lecture.
The host can appear in the camera and speak outside the voice. 2. Playability of streaming media.
Can play video, animation and other network-based streaming media. 3. The teaching time is short.
5- 10 minutes is appropriate, with a minimum of 1-2 minutes and a maximum of 20 minutes. 4. The teaching content is less.
Highlight the knowledge or skills of a subject. 5. Small resource capacity.
Suitable for mobile learning based on mobile devices. 6. Exquisite teaching design.
Complete and meticulous information teaching design. 7. Classic demonstration cases.
Real, concrete and typical case-based teaching scene. 8. Give priority to self-study.
Learners' autonomous learning course is one-on-one learning. 9. The production is simple and practical.
A variety of ways and equipment production, for the purpose of practicality. 10. Support related materials.
Micro-courses need related exercises, resources and evaluation methods. Third, the classification of micro-courses 1, according to the classroom teaching methods.
According to Professor Li Bingde's classification and summary of common teaching methods in primary and secondary school teaching activities 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. They are lectures, questions and answers, inspiration, discussion, demonstration, practice, experiment, performance, autonomous learning, cooperative learning and inquiry learning (as shown in table 1): the classification and application scope of table 1 micro-courses are classified according to common teaching methods. The application scope of micro-courses is based on the method of language transmission of information. Teaching methods are suitable for teachers to impart knowledge to students by oral language. This is the most common and main type of micro-course in primary and secondary schools.
Conversation (question-and-answer method) is suitable for teachers to ask questions to students according to certain teaching requirements, ask students to answer, and guide students to acquire or consolidate inspection knowledge through questions and answers. Heuristic method is suitable for teachers to start from students' reality, use various ways to inspire students' thinking, mobilize students' initiative and enthusiasm, and promote students' lively learning according to the objective laws of teaching tasks and learning.
The discussion class is suitable for the whole class or group to express their views and opinions around a central issue under the guidance of teachers, discuss with each other, inspire each other and brainstorm. The demonstration class with direct perception as the main method 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.
The method practice course, which focuses on practical training, is suitable for students to complete certain actions or activities repeatedly under the guidance of teachers and relying on conscious control and correction, thus forming skills, skills or behavioral habits. Especially suitable for instrumental subjects (such as Chinese, foreign languages, mathematics, etc.). ) and technical disciplines (such as sports, music, art, etc. ).
The experimental method is suitable for students, under the guidance of teachers, to make some changes in the experimental objects by using certain equipment and materials and controlling the operating process of conditions, and to obtain new knowledge or verification knowledge from observing these changes. In the teaching of physics, chemistry, biology, geography and knowledge of nature, experimental micro-courses are more common.
The teaching method based on appreciation activities, performance methods and performance classes is suitable for organizing students to imitate and reproduce the teaching content dramatically under the guidance of teachers, so as to achieve the purpose of learning, communication and entertainment, enhance aesthetic feelings and improve learning interest. Generally, it can be divided into two types: teacher's demonstration performance and students' self-performance.
The method of guiding inquiry-based autonomous learning is suitable for students as the main body of learning, and students can realize their learning goals through independent analysis, exploration, practice, questioning and creation. Cooperative learning Cooperative learning is a strategy to organize students' learning in the form of groups or teams.
Inquiry learning method Inquiry learning is a kind of learning method which is suitable for students to study problems in a scientific way according to their own guesses or assumptions under the premise of active participation, so as to gain innovative practical ability, develop thinking and build their own knowledge system in the research process. It is worth noting that a micro-lesson work generally only corresponds to a certain micro-lesson type, but it can also belong to the combination of two or more micro-lesson types (such as questioning and teaching, cooperative inquiry, etc.). ), and its classification is not unique, so we should maintain a certain degree of openness.
At the same time, due to the continuous development of modern education and teaching theory and the continuous innovation of teaching methods and means, the types of micro-courses are not static, and teachers need to constantly develop and improve in teaching practice. 2. According to the main link (process) of classroom teaching, the types of micro-lessons can be divided into pre-class review, new lesson introduction, knowledge understanding, practice consolidation and summary expansion.
Other types of micro-courses related to education and teaching are: lecture class, class meeting class, practice class, activity class and so on. Four. Regional micro-course resources development 1. Content Planning Regional education administrative departments should first make an overall plan for the content of micro-course construction, determine the construction scheme and process, form the construction norms and systems, and avoid repeated disorderly development.
An important task of content planning is to organize teaching and research personnel and front-line subject experts to determine the pedigree of knowledge points in various disciplines and grades according to the new curriculum standards and textbooks used in the region, and publish them uniformly after soliciting opinions for schools and teachers to choose and develop them in a targeted manner. 2. Platform Construction The micro-lesson platform is the basis for the construction, enjoyment and application of regional micro-lesson resources, which must be developed by the regional education administrative department.
The function of the platform should meet the daily "construction and management" of micro-course resources, and add functional modules that are convenient for users to "apply and learn". Form a "one" in the construction, management, application and research of micro-courses.