Minimalist techniques mainly used in micro-courses

The main minimalist technologies used in micro-courses are as follows:

As a new digital learning resource and course teaching carrier in the information age, micro-courses are simple in production technology and diverse in expressions. , wide application range, flexible tonality, good effects and other advantages, it is sought after by teachers and students. Its teaching value is also recognized by more and more schools, and they have launched design and development, competitions, training and other projects based on micro-courses. .

1. The title should be short and attractive

According to research, most users first make selections and judgments through the title before formally learning the content of micro-courses. A good micro-course title will be eye-catching, grab the attention of others, and attract learners’ curiosity and desire for knowledge.

Micro lessons are generally 5-8 minutes long, and the content is concise, so the title should also be "short, small, precise, and accurate", that is:

The number of words should not be too many (short) ; The content theme should not be broad and vague (small); the title should be general (fine); the teaching objectives and applicable objects should be clear (accurate).

In addition, the expression methods of micro-course titles should be as diverse as possible. In addition to the most common declarative sentence patterns, you can also appropriately use interrogative titles (to make students curious and stimulate their thirst for knowledge), micro-lecture titles of major title + subtitle or main title + subtitle (suitable for a series of micro-lectures on special topics, and conducive to the construction of micro-lectures knowledge system), or appropriately introduce new Internet terms as micro-course titles based on current hot topics.

Summary: The title of the micro-course must be accurate and condensed to capture the key points.

2. Complete resource composition

Micro lessons are not equal to micro videos, nor are they different from lesson clips, let alone condensed lessons.

Micro class is a short and relatively complete whole composed of various resources for teaching activities.

Micro lessons mainly use micro videos as the core carrier, and also include auxiliary learning resources that match the micro lesson themes, such as micro lesson study guides, lesson plans, courseware, exercises, etc. These five parts of resources constitute a relatively complete micro-course, which organically links the construction and application of micro-courses, which not only improves the quality of micro-course development, but also promotes students' use of micro-courses to learn.

3. Interaction design

Micro lessons are different from traditional offline face-to-face class teaching. The "teaching" link is generally recorded in advance by teachers into micro lessons, and the "learning" link is composed of Students can choose independently and conduct personalized learning in fragmented time before and after class.

4. Situation Creation

Situation creation can effectively improve the learning effect. When creating, you should pay attention to the following points: Points:

First, the teaching situation created should be short, usually tens of seconds, up to two minutes. Procrastination and lengthyness will destroy the teaching structure of the micro class, making the micro class appear top-heavy and indifferent;

Second, the context of the micro class should be closely related to the theme, be able to explain the problem, and play a finishing touch;

Third, the types of micro-course situations should be as diverse as possible, which can be stories, cases, questions, animations, activities, etc.;

Fourth, the situations must have a certain degree of novelty and Interesting, making viewers prone to curiosity;

Fifth, the timing of situations should be flexible and created flexibly according to teaching needs, not just at the beginning or introduction.

5. "One-on-one"

The brevity, diversity and level of micro-lectures are very consistent with the teaching philosophy of "teaching students in accordance with their aptitude" and "teaching without distinction".

Therefore, it is more important to accurately serve the learning needs and experience of each student through micro-course teaching and learning.

The author believes that micro-courses can be strengthened to serve students’ learning needs from the following three aspects.

First, the language expression of micro-course teaching must be "one-to-one".

Second, the speaking speed should be appropriately fast.

Third, time allocation must be accurate.