These knowledge points can be the interpretation of textbooks, the elaboration of questions, and the induction of test sites; It can also be a knowledge explanation and display of skills such as method teaching and teaching experience.
2. The difference between micro-class and classroom teaching. Micro-class simulates a one-to-one teaching scene, which is different from one-to-many classroom teaching with teachers as the mainstay. Micro-class is similar to one-on-one tutoring that focuses on students' learning and teaches a knowledge point in a short time.
Micro-class should avoid moving the blackboard, but solve the key and difficult problems that are difficult to solve in traditional teaching.
3. The difference between micro-lessons and traditional video lessons Compared with the characteristics of traditional video lessons, such as closed resources, consolidated resources, difficulty to modify and teacher-oriented, it is obvious that micro-lessons have their own advantages, easy to search, easy to spread and widely used, and the recording object and learning object of micro-lessons can be anyone.
4, micro-course production process topic selection-teaching plan writing-making courseware-teaching implementation and shooting-post-production-teaching reflection II, topic selection standard Micro-course topic selection is the most critical part of micro-course production, good topic selection can be explained and recorded with twice the effort, and bad topic selection can also make micro-course ordinary or even mediocre.
1 is the key and difficult point in teaching. Micro-courses generally teach a knowledge point. The choice of this knowledge point is related to the design of knowledge structure. It is a better choice to make micro-lessons according to the key and difficult points in teaching, which is more in line with the original intention of making micro-lessons: sharing teaching resources, solving doubts for students (teachers) and inspiring teaching.
2. It is appropriate to use multimedia as a medium to express micro-courses, and the content design should be suitable for using the characteristics of multimedia. For the content that is not suitable for multimedia expression, the result may be futile, because the teaching effect may be better by using blackboard teaching or activity practice.
At the same time, it will make the teaching process mediocre and make the viewer lose the desire to learn.
Therefore, the topic of micro-course should be suitable for multimedia expression and rich graphics and text, colorful animation and video with sound and affection.
Third, the teaching design requires that although the micro-course is only a few minutes, it also needs a good teaching design. Good micro-courses should be orderly, and chaotic micro-courses run counter to the concept of micro-courses.
1. Micro-courses suitable for students in different science sections, corresponding to students with different knowledge and abilities. Micro-courses should not only be divided into different science sections, but also have the same science section to adapt to different levels of students, such as the same mathematical knowledge points. For students of different levels, teaching methods and even contents should be different. Personalized teaching is also in line with our micro-course concept.
2. The micro-course design of a good cognitive process should be gradual and cannot be achieved overnight. Students of different ages have different cognitive styles. For younger children, specific knowledge (multi-images, animations, videos) is more easily accepted by them. For middle school children, cognitive style has developed to be more receptive to abstract knowledge, which can give students room for imagination and thinking, such as high school Chinese, which can cultivate more scenes, while for younger children.
"Pause" is not necessary for junior students, but it is necessary for senior students. At this time, it is obviously inefficient for students to instill knowledge, and self-thinking knowledge is efficient and constructive.
If the object of study is a teacher, it may take many repetitions to remember because of the decline of memory ability.
At the same time, due to the solidification of ideas, there is a certain buffer process for the acceptance of new things. When presenting content and opinions, the turning point should be smooth and slow.
3. Micro-course teaching effect can effectively solve practical teaching problems; Resolving doubts and doubts in a targeted way can arouse learners' learning initiative.
Fourth, PPT design 1, content design A: PPT means that as long as the core content is put in, things at the end of the corner can be expressed through the teacher's mouth and actions. Watching PPT micro-courses according to the script has nothing to do with excellent micro-courses.
B: PPT content design should be enlightening.
C: there should be suspense in PPT content design.
D: layout reflection 2. Layout design A: Home page and cover design: It is best to use the home page of PPT as the cover, so that you can know the knowledge points and authors at a glance.
As the "face" of micro-lessons, the first PPT should have the following clear "five senses", forehead: if it is a series of micro-lessons, you can explain it here; Eyes: the concise title of micro-course; Nose: author and unit; Oral: Learn science paragraphs, chapters and textbooks; Ears: tassels. Without tassels, it looks a bit boring and monotonous. It is not recommended to put pictures of teachers here.
B Background: Just like human skin, try to be simple and elegant, which can set off the font, but not too bright. If it is as thick as human skin, it will highlight the paleness of the content. Similarly, the background should not be chaotic. Imagine how beautiful uneven skin can be. C middle page: you can write a dot with knowledge points at the top, which is clear at a glance. You can put the theme content in the middle, and leave a blank in the lower right corner or the lower left corner to put the teacher's picture without blocking the text.
The background is simpler than the home page, but it is not recommended that there is no background or a solid background, and Yan is not good.
D tail page design: you can add thanks, micro-lesson topics, welcome to watch other micro-lessons, etc. It is not recommended to add pictures of teachers on this page.
3. Aesthetic design A: In the whole PPT, it should be 50% text, 20% pictures and 30% blank.
B: There should be no more than three colors in the whole PPT, and it is better to use only two colors.
C: consistent from top to bottom and coordinated from left to right. The content in the upper part of PPT is similar to that in the lower part. There is no top-heavy phenomenon, and the left half and the right half are in harmony.
D: There can be several kinds of page-turning animations, but not too many. 2-5 kinds of page turning effects are suitable.
E: aesthetics is not tiring. Don't take several consecutive photos full of pictures or words.
Verb (abbreviation for verb) records and repairs 1. Recording point A: The background of recording should be white.