What is the standard of a good micro-course?

Question 1: Classification of micro-courses What micro-courses are a set of learning resources with micro-video as the core, supplemented by corresponding teaching resources and learning support? Micro-courses can explain a single knowledge point, which can be subject knowledge points, example exercises, difficult problems, experimental operations, popular science knowledge or social culture in life, on-the-job learning, examination training and so on.

Classification by classroom teaching methods

According to the classification and summary of common teaching methods in teaching activities, and in order to facilitate front-line teachers to understand the classification of micro-courses and the operability of practical development, micro-courses can be divided into five categories, namely knowledge teaching, problem-solving calculus, experimental demonstration, role-playing and learning activities.

(1) knowledge teaching type

It is mainly used to teach the key points of the course and analyze the important and difficult points. The form of expression is mainly teachers' teaching videos, which are suitable for teachers to impart knowledge to students in oral language (such as describing situations, describing facts, explaining concepts, demonstrating principles, clarifying laws, etc.). In the teaching process, teachers, according to the objective laws of teaching tasks and learning, proceed from students' reality, take inspiring students' thinking as the core, adopt various methods to mobilize students' initiative and enthusiasm in learning, and promote students' lively learning. This is the most common and main type of micro-course.

(2) Solving the problems of calculus types

Mainly used to explain typical examples and exercises, analyze calculus process, logical reasoning and so on. , with electronic whiteboard and handwriting board as the main forms.

(3) experimental demonstration type

Mainly to demonstrate the experimental process and explain the important and difficult points.

It can be a live video of the teacher operating the experiment in the laboratory, or a virtual experiment animation with the teacher's narration on the Internet. It is common for students to use certain equipment and materials under the guidance of teachers, to cause some changes in experimental objects by controlling the operating process of conditions, and to acquire new knowledge or verify knowledge by observing these changes. In classroom teaching, teachers show students physical or visual teaching AIDS, or do demonstration experiments, or gain perceptual knowledge through practical observation through modern teaching methods, and explain and confirm what they have taught.

It is worth noting that a piece of micro-lesson works generally only corresponds to a certain micro-lesson type, but it can also belong to the combination of two or more micro-lesson types at the same time. Its classification is not unique and should be kept open to some extent. 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.

1.3.2 is classified according to micro-lesson production technology.

(1) Type of live shooting with high-definition camera

The production of this kind of micro-course is the most complicated, and it is generally required to be produced by a specialized company. Making tools should use high-definition cameras. Teachers should give priority to teaching a certain knowledge point in the studio, and combine classroom teaching with activities such as screen demonstration, blackboard writing and teaching AIDS. , shooting high-definition standard video of the teaching process, professional post-production of the video after shooting, adding video special effects and subtitles, and making necessary editing and beautification combined with background information related to the course. The micro-course of real-life shooting can learn from the micro-film shooting mode. The R&D team of micro-course is set up by the school, which designs and plans the course content, writes the script, selects the director, actors and venues to shoot, and finally forms the micro-course after video editing by the producer. In this kind of micro-lesson, the teacher will appear in a panoramic view, running through it, and the teacher is the protagonist of the whole video.

(2)2D virtual simulation and 3D animation.

Virtual simulation two-dimensional and three-dimensional animation micro-course uses computer to design, create and make animation, and makes real three-dimensional scenes and animations, which can make people's vision have a new impact. Animation can not only activate students' interest in learning, but also help students better understand the knowledge in books, which is deeply loved by teachers and students and gives people an immersive and refreshing feeling. This kind of micro-lesson is developed with special animation software, and the teacher himself generally does not appear in the picture. This kind of micro-lesson is that the designer first creates a virtual world in the computer according to the teaching content of the course, then establishes the model and scene according to the shape and size of the object to be represented, then sets the animation parameters such as the motion trajectory of the model and the motion of the virtual camera according to the requirements, and then assigns specific materials to the model according to the requirements, and illuminates it to generate the final micro-lesson video.

The way 3D animation technology simulates real objects makes it a useful tool. Because of its accuracy, authenticity and unlimited maneuverability, it is widely used at present. & gt

Question 2: How to teach micro-courses and grading standards well? First of all, we should prepare a micro-lesson. In the process of preparing lessons, teachers should find a fulcrum between the characteristics of micro-lessons, the requirements of organizers, the content of teaching materials and personal literacy. According to my experience, if the teacher can do the following three things well in the process of preparing lessons and attending classes, it is not far from a "good micro-lesson". First of all, we must grasp one characteristic. What are the characteristics of micro-courses? Apply Shen Kuo's Meng Qian Bi Tan? A word from Yandang Mountain. Micro-class is "concrete and subtle" in the classroom. Translated into modern Chinese: Micro-class is a small-scale class with a complete body. "Full volume and small scale" are the characteristics of micro-courses. Micro-course is a "physical fitness" course. Micro-course is the condensation of a complete teaching process. The basic links of the course, such as introduction, lecture, summary, writing on the blackboard, exercise, homework, organization of teaching, evaluation and other elements, should generally be available if the organizer has no special requirements. Of course, there are special circumstances. Sometimes, for special training or investigation purposes, the organizer will choose one or two teaching links as the focus of training or investigation. As a coach, we should understand the organizer's requirements according to the organizer's documents, various forms of notices, speeches and articles of relevant leaders, or infer relevant requirements according to the purpose, intention, actual situation and practice of the activity to avoid "pointing east and west", "derailment" and "running away". Micro-class is a "small-scale" class. "Small scale" here mainly means short time. A micro class accounts for about half to a quarter of a class. The specific time, the organizer will depend on the specific situation (the total time and the total number of people play a decisive role), generally will be notified in advance. Because of the "concrete and subtle" characteristics of micro-courses, teachers must highlight the key and difficult points of teaching, carefully select teaching links and refine teaching language in order to complete teaching tasks within the specified time. Therefore, when used in teacher training, teachers' basic teaching skills can be exercised, and when used in teacher selection, teaching competition and teacher evaluation, a teacher's actual teaching level, basic teaching skills and basic literacy can be examined in a relatively short time. Second, we should understand the difference between the two. As the forms of teacher training, teacher selection, teaching competition and teacher evaluation, micro-lessons and lectures are loved by people, especially schools and teaching and research departments. Because they can improve their participation, ability and efficiency in a limited time. However, micro-lessons and lectures are two completely different forms, so it is forbidden to equate micro-lessons with lectures. Let's make an analysis from the perspective of grammar first. "Micro-lesson" is a partial phrase, and the head word is "lesson"; And "lecture" is a verb-object phrase, and the head word is "talk". It is not difficult to see that the essence of "micro-course" is class, which has the basic attributes of class. Micro-course is essentially a course, which is different from normal course in that the time is short and there is no real participation of students. And "speaking" focuses on "speaking". Talking about goals, teaching methods and processes ... is an "armchair strategist". Retreating is not about attending classes, but telling everyone how to prepare and why. This is like a designer introducing his own drawings, and a micro-lesson is construction. Third, we should handle three pairs of contradictions. 1. Handle the contradiction between "yes" and "no". There are no students at the micro-class. But teachers can't live without students. The specific teaching process of micro-class is the same as that of conventional teaching, and it is also the whole process of teachers demonstrating classroom teaching in class. In the teaching process of "student activities", teachers should ask questions, arrange, guide, guide and evaluate. These "passing scenes" must be presented one by one It's just that the students didn't actually do it. The instructor just assumed that the students had finished it and estimated the degree and result of the students' completion. Whether this estimate is appropriate or not, and whether these estimates are in place should be judged by expert judges. Therefore, in order to make the estimation "appropriate" and the evaluation "in place", the instructor should study the students when preparing lessons, or imagine the situation of the student groups corresponding to the teaching materials, so as to achieve "no students on the field, but students in mind". 2. Handle the contradiction between "more" and "less". The time of micro-class is limited, and the capacity of classroom teaching content is limited. It is still very important to handle the contradiction between "more" and "less". Too much content and too complicated; Too little content is rather empty. "Complex" means that the focus is not prominent, and "empty" means that the memory is not rich. Writing on the blackboard is necessary for both regular teaching and micro-class. It's just that the contradiction between "more" and "less" is particularly prominent in micro-courses. There are too many books on the blackboard, which is time-consuming and cumbersome; Too few blackboard books save time, but ... >>

Question 3: What is a micro-course? What are the requirements for 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.

Micro-courses are widely used in vocational education, but there are few micro-courses in examination training and enterprise training market. With the application of smart phones, micro-courses began to spread rapidly. Because of its short and pithy features, micro-courses are bound to become a popular teaching method.

That is, starting from the basic knowledge points of textbook synchronization, focusing on content, induction, intelligent diagnosis and training as the goal, it is a set of intelligent, efficient, convenient and cost-effective courses that truly meet the learning characteristics of modern students.

Question 4: What's the difference between micro-lessons and micro-lessons? The meaning of micro-course should be micro-course and micro-course. The "micro-course" competition mode advocated by the National Excellent Course Competition of Information Technology and Curriculum Integration sponsored by Northeast Normal University is the concept closest to the meaning of micro-course. Teacher Hu Tiesheng of Foshan Education Bureau, Guangdong Province, is the first person in China to put forward the concept of micro-course. He defined "micro-class" as "an organic combination of various teaching resources that reflect teachers' teaching and learning activities for a certain knowledge point or teaching link in the classroom teaching process with teaching video as the main carrier according to the requirements of new curriculum standards and teaching practice". In fact, it is a teaching resource package with classroom teaching video recording as the core. Therefore, the concept of "micro-lesson" put forward by teacher Hu Tiesheng is different from the original meaning of micro-lesson.

Micro-curriculum belongs to curriculum sequence. From the perspective of curriculum theory, curriculum includes four categories: curriculum design, curriculum development, curriculum implementation and curriculum evaluation. Our usual teaching work belongs to curriculum implementation and evaluation. Micro-course teaching method believes that micro-course is a teaching system that integrates the objectives, tasks, methods, resources, homework, interaction, evaluation and reflection of related unit teaching activities under the environment of cloud computing and mobile Internet. Therefore, the teaching activities of unit courses have the nature of design, development, implementation and evaluation, that is, the teaching activities of unit courses are curriculum-oriented. Micro-course is just one of the supporting resources of micro-course. It can be seen that micro-courses include micro-courses, and micro-courses include micro-courses. The two are closely related, but not the same thing.

The following pictures can illustrate their differences and connections:

I'm glad to answer your question at the first time. If you have any questions, please ask them in time. If you are satisfied, please adopt them!

Question 5: What is a micro-course? How can we teach micro-courses well? "Micro-class" refers to recording the whole process of wonderful teaching and learning activities carried out by teachers around a certain knowledge point or teaching link in the process of education and teaching inside and outside the classroom with video as the main carrier. "Micro-course" has the characteristics of short teaching time, less teaching content, small resource capacity and convenient use of resources. For teachers, micro-lessons will revolutionize the traditional teaching and research methods, break through the traditional teacher's listening and evaluation mode, and is one of the important ways for teachers' professional growth. For students, micro-lessons can better meet students' personalized learning and selective learning of knowledge points in different disciplines, which can not only check and fill gaps, but also strengthen and consolidate knowledge. It is an important supplement and expanding resource for traditional classroom learning. In the network era, with the rapid development of information and communication technology, especially with the popularity of mobile digital products and wireless networks, mobile learning, distance learning and online learning based on micro-courses will become more and more popular, and micro-courses will surely become a new teaching mode and learning method. So, how to design a micro-lesson? In teaching, I do this:

First of all, understand the definition and function of micro-course.

In order to design micro-courses, I think we should first understand the definition and function of micro-courses:

1. Micro-class refers to explaining a very fragmented knowledge point, test sites, examples, homework problems, or teaching experience with a 5- 10 minute micro-video.

2. The role of micro-courses: solving puzzles instead of teaching, which is used for online education (not limited by time and space) and cannot replace the teaching of new knowledge in the classroom.

Second, select and analyze knowledge points.

The selection and analysis of knowledge points are very important whether a micro-lesson can be designed well and the teaching effect is good. Therefore, when I design each class, I first carefully select knowledge points and scientifically analyze and deal with relevant knowledge points, so as to make them more in line with the cognitive law of teaching and achieve twice the result with half the effort. I usually do this:

1, knowledge points, try to choose popular test sites, teaching priorities and difficulties.

2, the choice of knowledge points should be detailed, and it can be explained thoroughly within ten minutes.

3. Knowledge points should be accurate, and there is no intellectual error or misleading description in words, languages and pictures.

4. Knowledge points should be divided into many small knowledge points according to certain logic.

For example, in the third grade English teaching in primary school, I chose the number one to one (1- 10) as the knowledge point, and designed a micro-lesson to let students perceive, understand and initially use the number one to one (1-kloc-0/0) in a short time of 10.

Third, choose the appropriate type of micro-courses.

Micro-courses mainly have the following types:

1, lecture class-suitable for teachers to impart knowledge to students in oral language. This is the most common and main type of micro-course.

2, question and answer-suitable for teachers to ask questions to students according to certain teaching requirements, ask students to answer, and guide students to acquire or consolidate test knowledge through question and answer.

3. Inspirational-applicable to teachers in the teaching process, according to the objective laws of teaching tasks and learning, to inspire students' thinking as the core, using a variety of ways to mobilize students' initiative and enthusiasm in learning, and to promote students' lively learning.

4, discussion class-suitable for under the guidance of teachers, by the whole class or group around a central issue by expressing their views and opinions, * * * discussion, mutual inspiration, brainstorming to learn.

5. Demonstration class-it 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.

6. Practice —— 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.

7. Experiment-it is suitable for students to use certain equipment and materials under the guidance of teachers, and make some changes in the experimental objects by controlling the operation process of conditions, so as to obtain new knowledge or verification knowledge from observing the changes of these phenomena.

8. Performance-It is suitable for organizing students to perform and reproduce the teaching content in a dramatic way under the guidance of teachers, so as to achieve the purpose of learning, communication and entertainment, promote aesthetic feelings and improve learning interest.

9. Autonomous learning-it is suitable for students as the main body of learning, and students can achieve their learning goals through independent analysis, exploration, practice, questioning and creation.

10, cooperative learning-cooperative learning is an organizational form through groups or teams ... >>

Question 6: Are there any good tools for making micro-courses? The requirement is that it is simple to do and convenient to recommend a useful software:

1, Master Basic Edition

A relatively simple tool, suitable for people who have no foundation, but also has basic functions. Most importantly, it can generate h5 pages that can be viewed directly on mobile phones and WeChat.

2. Master Advanced Edition

It is a kit with the above tools. This tool is more suitable for people with a certain foundation, because its functions are relatively complete and powerful, including audio and video, background music, voice explanation, interactive animation and so on.

Question 7: How to use micro-courses to achieve good teaching results? The future will be a century of comprehensive and in-depth application of the network. With the widespread popularity and application of the Internet, all aspects of social life have undergone earth-shaking changes. The popularization of computer network makes the process of online education spread rapidly around us and become an extremely convenient and effective way for people to acquire knowledge. Similarly, in teaching, make full use of network resources, enhance the attractiveness of courses, stimulate students' interest in exploring knowledge, deepen and consolidate students' understanding of knowledge points, and promote students' autonomous learning ability, thus effectively improving classroom teaching efficiency. Micro-course, as the most basic, vivid and vivid online course of network resources, is of great significance and has become a brand-new teaching method. The following is a summary of how to make full use of micro-courses and improve the teaching efficiency of schools in combination with the actual situation of improving the construction of network resources.

First, perfect network conditions are the basis for the implementation of micro-courses and the improvement of school teaching efficiency.

First of all, school teaching must have perfect network conditions if it wants to successfully do micro-courses. Nowadays, colleges and universities attach great importance to the modernization of schools. School leaders must clearly understand the trend of social education networking development, spend huge sums of money to increase investment in networking, build a modern networked campus, and always pay attention to keeping up with the pace of educational reform.

Schools must fully open the campus network, so that students can fully enjoy online resources and keep abreast of education and teaching information; Campus servers also provide schools with rich online teaching resources, such as the most popular multimedia network digital resource library in Tsinghua University. All modern networked offices will be implemented; Projectors and "three lines" enter every classroom, effectively realizing "class-to-class communication" and "proofreading communication", and truly realizing the efficient network management of the campus. Only in this way can excellent micro-courses benefit students all over the country and achieve the effect of learning from each other's strengths.

The above-mentioned perfect campus network construction is the premise of using rich network teaching resources and lays a good foundation for improving the efficiency of education and teaching.

Second, rich micro-lesson resources are an important part of improving school teaching efficiency.

The Internet is rich in educational resources, and the information on the Internet has the advantages of fast dissemination, fast update and good enjoyment, such as tracking the development of modern science and technology in real time. With the rapid development of modern science and technology, especially the increasing development of information science and information dissemination means, the amount of knowledge has surged in a short time. Some people call this phenomenon the knowledge explosion. However, network teaching can also carry out new knowledge teaching activities quickly and accurately with its unique characteristics.

It is precisely because the network can provide massive resources and support autonomous learning and personalized learning. Learning under the network environment can be put forward and carried out comprehensively. Various external factors are beneficial to the acquisition and maintenance of knowledge, and the characteristics of hypertext can realize the most effective organization and management of teaching information. Rich resources on the Internet are conducive to fully realizing interaction and enjoyment, stimulating students' interest in learning, fully embodying the role of learners, and cultivating learners' information literacy and information ability. Therefore, it is conducive to the improvement of school teaching efficiency.

Thirdly, improving teachers' network application level is a powerful guarantee for producing high-quality micro-course resources.

Faced with abundant network resources and modern network technology, if we want to fully apply it to teaching and serve it, we need our teachers to have a high computer level, which is undoubtedly a challenge for them.

At present, young teachers account for the vast majority, and their computer network application level is relatively high, while some middle-aged and elderly teachers, driven by young teachers, actively improve their computer application level. The school regularly trains middle-aged and elderly teachers in computer network application and courseware making to achieve the purpose of skilled application and production. In this way, the overall computer level of school teachers is high, thus greatly improving the utilization rate of network resources. This is very beneficial for teachers to prepare lessons and teach. At the same time, students have a strong interest in this modern network teaching method, which greatly improves the enthusiasm and initiative of learning, thus improving the overall level of education and teaching.

Fourthly, cultivating students' good information literacy is the premise of popularizing micro-courses.

In the network information age, the training goal of education requires students not only to have the basic literacy of all-round development in morality, intelligence and physique, but also to have a high degree of innovation ability and strong information ability. Therefore, teachers should not only guide students to absorb the essence of traditional knowledge and skills, but also consciously emphasize the cultivation and promotion of students' information literacy abilities-information acquisition ability, analysis ability and addition ability. ....................................................................... & gt

Question 8: Which of the following options is not standard A, micro script B, micro volume C, micro interference D, physical object A, and Bacillus subtilis absorbs organic nutrients by decomposing animal carcasses, feces or plant litter, which is saprophytic. A is correct. B, mushrooms belong to fungi, and the nutritional mode is saprophytic. B is correct. C, lactic acid bacteria live by decomposing organic matter in food raw materials, which is correct.

Question 9: What is micro-teaching in micro-classroom? The main consideration is to satisfy students' and teachers' interest in autonomous learning. According to the survey, the best time for students to concentrate is within 10 minutes during the online class. Therefore, in order to cater to students' learning characteristics, Foshan pioneered the "micro-class" model in the whole province and even the whole country. The "open class" uploaded by the teacher is no longer a complete class of 40 minutes, but only the essence of 5 to 8 minutes, and can be paused at any time during the playback process. It is reported that after the "micro-course" is taught, it also provides exercises and tests for learners to strengthen knowledge points.

Question 10: How to use micro-courses to achieve good teaching results? 1. Micro-course is a course that serves teachers' professional growth, students' after-school study and counseling. It makes up for the deficiency that school-based research takes "teaching design" as the main content and the research topic is daunting because of its complexity.

2. The application of micro-lessons in students' autonomous learning;

Nowadays, the development of network communication and the popularity of microcomputers make autonomous learning possible. The teacher makes the key and difficult problems in the study into micro-lessons and uploads them to the internet, so that students can learn on demand at any time. Its advantages are as follows:

(1) Micro-courses are short and pithy, with one topic and one key point. They are all designed for difficult problems in students' study, which is very suitable for students to learn by themselves.

(2) Time and place can be chosen, and there is a lot of room for autonomy, as long as there is a desire to learn.

(3) Adapt to different students and adjust the speed of video playback, so that students of different degrees can control the speed of video according to their own foundation and acceptance.

(4) Because the video can be played repeatedly, students who are usually slow to respond and embarrassed to ask questions can watch it again and again calmly, which solves the problem of the transformation of underachievers.