Why excellent micro-courses are the best way for professional development?

When thinking about effective teaching methods and proving them repeatedly in practice, we are at a loss and at a loss. 20 13 Xuzhou launched a new curriculum reform model-"learn to speak out" (referred to as "learn to speak out"). At the same time, "micro-course", a brand-new digital teaching form, was grandly launched in the new round of education and teaching reform, and was quickly recognized and loved by teachers. The geography discipline in our school has set an example first, and has achieved obvious teaching effect since two semesters. So how to effectively use micro-courses in geography teaching in senior high school to improve the teaching effect of geography classroom?

First, the characteristics of geography micro-courses

Geography micro-course has the characteristics of general micro-course, such as short time, less content, small resource capacity, strong interaction and convenient use. In addition to these "micro" characteristics, geography micro-course has its own unique attributes, which show its unique charm.

1. Life. Fully understand the new curriculum concept, combine subject knowledge with life situation, and select geographical phenomena and examples close to students' lives to help students better understand the current situation and solve practical problems. For example, when designing and making the micro-lesson of the chapter "Changes brought by the development of traffic and information", I collected the pictures and written materials of the traffic in this city before and now 10, and displayed them with PPT. Through comparison, students feel the change of life.

2. fun. Geography micro-course is a multimedia application mode. A large amount of geographical information can stimulate students' nerves through text description, picture display, animation and audio (video) playback, which not only enhances the interest of subject knowledge, but also stimulates students' interest in learning geography.

3. integration. In the process of making geography micro-courses, we should closely contact the characteristics of disciplines (natural sciences and social sciences). According to the law of students' psychological development, we should integrate multi-disciplinary knowledge, clarify the subject content, grasp the relevant points, fully tap the knowledge and information in the teaching materials, and effectively cultivate students' emotional attitudes and values.

Second, the application of geography micro-course

The effective application of micro-lessons in geography classroom teaching can not only enhance the attraction and appeal of geography classroom, but also improve the efficiency of classroom teaching. There are four main aspects in the application of geography micro-courses in teaching:

1. Guide preview to help students understand and master geography knowledge. There are many scattered knowledge points in geography, so we can't ignore the understanding and mastery of these basic knowledge in teaching. Micro-course teaching under the theoretical mode advocates learning first and then teaching. Students can sort out the knowledge points by reading the content of the textbook, watching micro-videos and combining the guidance scheme issued.

For example, do a micro-lesson on water cycle. What is water cycle? What types are there? What link? Students may have a rough and vague understanding only by reading books, but they can't form a systematic memory after all. Considering many links in the water cycle (such as evaporation, precipitation, surface runoff, etc. ), a picture of mountains and rivers is presented in the form of PPT in the micro-class. Based on Li Bai's poem "How does the water of the Yellow River go out of heaven, into the ocean and never return", this paper puts forward the question: Can the water of the Yellow River, as a surface runoff, come back? Thereby introducing water circulation. The different ways of land-sea circulation, ocean internal circulation and land internal circulation are dynamically displayed on a picture to help students understand and remember, so as to master the concept of water cycle.

2. Solve problems and describe complex geographical phenomena. The difficulties in many chapters are very boring. After a class, the students are also ambiguous. I don't know why. How to describe complex geographical phenomena vividly and make students really understand and accept them is a problem that geography teachers have been thinking about. Combined with animation micro-course, this problem has been well solved.

The formation of cold and warm fronts and its influence on the weather are the key and difficult points in the teaching of frontal system. In order to vividly describe this natural phenomenon, I chose animation in the process of making micro-lessons. The cold front is the front where the cold air mass actively moves to the warm air mass. From the animation, we can clearly see that the cold air mass is inserted under the warm air mass, which makes the warm air mass forced to rise, and so does the formation of the warm front. Looking at the slowly moving cold and warm air mass, it is easy for students to form a deep memory in their minds, helping them to quickly judge and identify legends.

3. Expand and extend to meet the geography learning needs of students at different levels. After the elective course of geography in senior two, the differences between students are getting bigger and bigger, and the application of micro-courses can meet the individualized learning needs of students to varying degrees. Students with different foundations and levels can make choices according to their own needs, which can not only check and fill gaps, but also strengthen basic knowledge and enhance learning effects.

In traditional classroom teaching, some students always finish their learning tasks quickly. In order to take care of other students and keep the same learning progress, teachers usually don't make other arrangements, so the rest of the time can't be used effectively. At this time, we can do some micro-lessons for "just in case" according to the students' learning situation and the characteristics of chapter knowledge. Students who have completed the learning task can preview the next chapter by watching the micro-video, or they can learn about the extension of chapter knowledge by watching the micro-video.

4. Summarize, refine and reproduce chapter knowledge and solve geographical problems. In traditional teaching, it is usually the teacher who summarizes and refines, but in our "learning and speaking plan", students mostly summarize by themselves. With the help of the function of reappearing at any time, it is more feasible and operational, especially in the review class, and the effect is more obvious.

For example, when calculating problems in the review area at the end of the term, students obviously forget what they have learned and only remember the calculation formula, but they are not clear about the ideas and steps of solving problems. I asked students to watch micro-lessons repeatedly, and through the reproduction of knowledge points, combined with practical problems, I refined the steps of solving problems: finding the time zone difference, finding the time zone and calculating the results. At the same time, help students further understand whether the number of time zones is added or subtracted when the two places are on the same side or both sides of time zone 0. When calculating the area, should the area to be calculated be in the east or west of the known area, with a plus sign or a minus sign respectively? While reviewing a lot of knowledge, students use micro-lessons to entertain and entertain, and unconsciously sort out and master the structure of geographical knowledge.

Third, the impact of geography micro-courses

Although micro-course is still in its infancy, it has brought great influence to our teaching. From the teacher's point of view, micro-lessons, as an important digital resource, can not only change the traditional teaching and research methods, but also improve the classroom teaching effect and promote professional development. From the students' point of view, micro-courses provide them with more choices. No matter before, during or after class, as long as conditions permit, students can carry out personalized learning through micro-classes, actively grasp the learning rhythm and build a knowledge system.

Although micro-class is only an auxiliary teaching method at present, it lies in a comprehensive grasp of classroom teaching. It is believed that micro-courses, as an educational resource, have a very broad development space and application prospects.