What is the function of micro-courses?

The word "microteaching" does not refer to the microteaching content developed for microteaching, but to the actual teaching content formed by using the constructivist method and aimed at online learning or mobile learning. The Chronicle of Higher Education said that these exhibitions, which are only about 60 seconds long, have concrete structures, and they are not just simple demonstrations. In foreign countries, the concept of "micro-course" has existed for a long time. It was first put forward by David Penrose, a senior instructional designer and online service manager at San Juan College in New Mexico, USA, in the autumn of 2008. Later, David Penrose was nicknamed "Professor One Minute". David Penrose called micro-lessons "knowledge explosion".

Small learning

Micro-learning is different from micro-curriculum, which involves relatively small learning units and short-term learning activities. Generally speaking, micro-learning refers to learning under micro-background, such as education and training. In a broader sense, micro-learning can be understood as a metaphor, which refers to various learning models, concepts and processes at the micro level. [2]

Micro-content

Micro content is mainly related to learning content. When the word 1998 was first used by Nelson and others, it refers to things that describe macro content in the form of short summaries, such as the topic sentences of emails, the title introduction of web pages, metadata descriptors and so on. With the deep understanding of the trend of network content composition by the pioneers of Web2.0, the word micro-content has been given new understanding and semantic features. Micro-content may come from an email, an online news, an instant message, a newly updated blog post, a tweet, a comment on a new book on Tudou, a new entry on Wikipedia, a picture on 7Flickr, a video on Youtube, or even a phone number left by a friend on Facebook. ...

The "micro-course of raising points" is a "short-term and efficient" excellent course launched by the expert team of the Century Education Research Institute of Qing University, which brings together front-line teachers from 100 key schools across the country. This course adopts the trinity teaching mode of "problem intensive explanation-teaching method-test site induction", that is, starting from key common problems, carefully explaining the method and process of setting questions and summarizing key test sites, which is a set of "short (learning time)" that truly conforms to the learning characteristics of modern students.

Classification according to 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.

Table 1 classification and application scope of micro-courses

Classification basis

General teaching

learning method

Small lecture

type

application area

Language-based information transmission method

Teaching method

Teaching class

It is suitable for teachers to impart knowledge to students in oral language (such as describing situations, telling facts, explaining concepts, demonstrating principles and clarifying laws). This is the most common and main type of micro-course in primary and secondary schools.

Conversation method

(question and answer mode)

Question and answer class

It is suitable for teachers to ask questions and ask students to answer according to certain teaching requirements, and guide students to acquire or consolidate inspection knowledge through question and answer.

Exploration method

Heuristic course

It is suitable for teachers to set out from students' reality, according to the objective laws of teaching tasks and learning, to inspire students' thinking as the core, and to use various methods to mobilize students' initiative and enthusiasm in learning and promote students' lively learning.

Discussion method

Discussion class

Under the guidance of teachers, the whole class or group can express their views and opinions around a central issue, discuss with each other, inspire each other and brainstorm.

A method based on direct perception

Demonstration method

model lesson

It is suitable for teachers to show physical or visual teaching AIDS to students in classroom teaching, or to do demonstration experiments, or to gain perceptual knowledge through modern teaching methods and actual observation, and to explain and confirm what they have taught.

A method based on practical training

Practice method

Practice class

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. Especially suitable for instrumental subjects (such as Chinese, foreign languages, mathematics, etc.). ) and technical disciplines (such as sports, music, art, etc. ).

experimental method

experimental class

It is suitable for students to use certain equipment and materials to control the operation process of conditions under the guidance of teachers, so as to make some changes in the experimental objects, so as 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.

Teaching method based on appreciation activities

Performance method

Performance grade

Under the guidance of teachers, it is suitable to organize students to perform drama imitation performances and reproduce teaching contents, so as to achieve the purpose of learning, communication and entertainment, promote aesthetic feelings and improve learning interest. Generally, it can be divided into two types: teacher's demonstration performance and students' self-performance.

A Method Based on Guided Inquiry

Autonomous learning method

Autonomous learning course

It is suitable to take students as the main body of learning, and realize learning goals through students' independent analysis, exploration, practice, questioning and creation.

Cooperative learning method

Cooperative learning class

Collaborative learning is a strategy to organize students' learning in the form of groups or teams.

Inquiry learning method

Inquiry learning class

It is a learning method that is suitable for students to study problems with scientific methods on the premise of active participation, according to their own guesses or assumptions, so as to gain innovative practical ability, develop thinking and build a knowledge system independently in the research process.