"Micro-class" refers to the whole process of recording teachers' wonderful teaching and learning activities around a certain knowledge point or teaching link with video as the main carrier in the process of classroom education and teaching. The core content of "micro-lesson" is classroom teaching video (lesson fragment), and it also includes teaching design, material courseware, teaching reflection, practice test, student feedback, teacher comments and other auxiliary teaching resources related to the teaching theme. They * * * jointly "created" a semi-structured and thematic resource unit application "microenvironment" with certain organizational relations and presentation methods. Therefore, "micro-course" is not only different from traditional teaching resources such as teaching examples, teaching courseware, teaching design and teaching reflection, but also a new teaching resource inherited and developed on this basis.
Second, the main characteristics of "micro-course"
(1) Short teaching time: Teaching video is the core content of micro-lesson. According to the cognitive characteristics and learning rules of primary and secondary school students, the duration of "micro-class" is generally about 5-8 minutes, and the longest time should not exceed 10 minutes. Therefore, compared with the traditional 40-50-minute teaching class, "micro-class" can be called "class fragment" or "micro-class"
(2) Less teaching content: Compared with the wider traditional classroom, "micro-class" has more problems and more prominent themes, which is more suitable for teachers' needs. "Micro-class" is mainly to highlight the teaching of a certain subject knowledge (such as the key points, difficulties and doubts in teaching), or to reflect the teaching and learning activities of a certain teaching link and teaching theme in class, which is more complicated and numerous than the traditional teaching content.
(3) Small resource capacity: In terms of size, the total capacity of "micro-lesson" videos and supporting auxiliary resources is generally around tens of megabytes, and the video format must be a streaming media format supporting network play online (such as rm, wmv, flv, etc.). ), so that teachers and students can listen to lectures online smoothly and view teaching plans, courseware and other auxiliary resources; It can also be flexibly and conveniently downloaded and saved to terminal devices (such as notebook computers, mobile phones, MP4, etc.). ) mobile learning and ubiquitous learning are realized, which is very suitable for teachers to observe, evaluate, reflect and learn.
(4) the composition/structure/composition of resources is "situational": the resources are convenient to use. The teaching content of "micro-course" generally requires prominent theme, clear direction and relative integrity. It integrates teaching design (including teaching plans or learning plans) with teaching video clips as the main line, multimedia materials and courseware used in classroom teaching, teachers' reflection on after-class teaching, students' feedback and comments from subject experts, and forms a "theme unit resource package" with distinctive themes, various types and compact structure, creating a real "microteaching resource environment". This makes the "micro-lesson" resources have the characteristics of video teaching cases. In this real, concrete and typical case-based teaching situation, teachers and students can easily learn advanced thinking abilities such as tacit knowledge and tacit knowledge, and imitate, transfer and upgrade teaching concepts, skills and styles, thus rapidly improving teachers' classroom teaching level, promoting teachers' professional growth and improving students' academic level.
Third, the classification of micro-courses
1, classified by 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.
Question 2: What are the characteristics of micro-courses?
1, the host gives a lecture. The host can appear in the camera and speak outside the voice.
2. Playability of streaming media. Can play video, animation and other network-based streaming media.
3. The teaching time is short. 5- 10 minutes is appropriate, with a minimum of 1-2 minutes and a maximum of 20 minutes.
4. The teaching content is less. Highlight the knowledge or skills of a subject.
5. Small resource capacity. Suitable for mobile learning based on mobile devices.
6. Exquisite teaching design. Complete and meticulous information teaching design.
7. Classic demonstration cases. Real, concrete and typical case-based teaching scene.
8. Give priority to self-study. Learners' autonomous learning course is one-on-one learning.
9, the production is simple and practical. A variety of ways and equipment production, for the purpose of practicality.
10, supporting related materials. Micro-courses need related exercises, resources and evaluation methods.
Question 3: What are the five characteristics of micro-courses? In mobile e-commerce, WeChat business is the most concerned, and the success of WeChat e-commerce depends largely on WeChat business. From WeChat e-commerce to WeChat commerce, it brings decentralized social mobile ecological transformation. I think the ecology of WeChat business will present the following characteristics in 20 15 years:
First, brand personalization.
Brand personalization is to make the brand into a humanized brand symbol with unique charm and emotional influence. Wechat marketing course allows consumers to form brand stickiness in a subtle way, produce emotional magnetic field effect, touch the soul and promote value recognition. Generally speaking, the brand has entered the era of fans from the era of consumer goods. Consumers' shopping decisions are not only the pursuit of cost performance, but also based on people's trust. They may choose to buy because of the recommendation of "idols" or because of the trust relationship of friends. Brands and people are mutually beneficial. The agents of WeChat merchants choose to pay for the brand as well as the personality. In this regard, Xiaomi mobile phone and logical thinking from the media have created a precedent.
Second, the category is not standardized.
Mobile e-commerce will break the inherent form of commodity categories. Taking 3C in JD.COM as an example, the prices and types of all kinds of goods are almost the same, showing an "assembly line" development trend, and there is no comparison and difference for consumers to choose. Compared with non-popular categories, such as food, jewelry, jewelry, beauty, mother and baby, cross-border goods will be sold on WeChat merchant platform.
Third, product platformization.
The so-called platformization, more understanding in the mobile Internet refers to such a platform in an industrial chain to realize the communication and contact between the middle and lower reaches of media marketing. The influx of a large number of WeChat services will inevitably drive products to develop in a deeper direction. At this time, it is necessary to establish a complete business ecosystem with platform thinking, including a complete and smooth closed loop from user purchase, merchant delivery, logistics inquiry, receipt evaluation and merchant trading system docking. In this respect, WeChat only opens a window, which needs developers to do to realize the interoperability of the upper, middle and lower reaches. The third party is to build a unified platform and rebuild the connection and relationship between B-end and C-end.
Fourth, multi-dimensional channels.
Although WeChat is the first portal of mobile social traffic, after a period of testing, it is not ideal from the final conversion rate. For WeChat business, qq space marketing always ranks first in traffic portal. Multidimensional channel is to gather the traffic of various social portals on one platform. QQ Space, Momo, Easy Letter, Contacts, Weibo, Blog, etc. are all good channels, and scattered traffic will be integrated and delivered to merchants. Although this is a great project, it is of great significance to the WeChat business.
Fifth, marketing is universal.
With the decentralization of mobile e-commerce, the era of e-commerce and marketing for all is coming. In the information explosion of news and social networks, everyone passively or actively becomes the disseminator of information. Seeing a fun game, a good-looking article, a touching video and even a good-looking dress, even if there is no profit drive, you can't help forwarding and sharing. This phenomenon is very common in the circle of friends, because many WeChat business people are eager to try with low threshold and zero cost. In the future, when all social sharing is interoperable, this kind of marketing will become more common.
Question 4: What are the advantages of micro-courses? 1. Micro-courses are student-centered and attach importance to the design of learning situations, resources and activities.
2. Micro-courses can provide students with an effective learning framework.
3. Micro-courses have strong practicability, operability and practicability.
4. Micro-courses can effectively reduce the cost of enterprises.
5. Micro-courses can teach students in accordance with their aptitude and form a resource pool for autonomous learning.
Question 5: What are the characteristics of micro-courses?
1, the host gives a lecture. The host can appear in the camera and speak outside the voice.
2. Playability of streaming media. Can play video, animation and other network-based streaming media.
3. The teaching time is short. 5- 10 minutes is appropriate, with a minimum of 1-2 minutes and a maximum of 20 minutes.
4. The teaching content is less. Highlight the knowledge or skills of a subject.
5. Small resource capacity. Suitable for mobile learning based on mobile devices.
6. Exquisite teaching design. Complete and meticulous information teaching design.
7. Classic demonstration cases. Real, concrete and typical case-based teaching scene.
8. Give priority to self-study. Learners' autonomous learning course is one-on-one learning.
9, the production is simple and practical. A variety of ways and equipment production, for the purpose of practicality.
10, supporting related materials. Micro-courses need related exercises, resources and evaluation methods.
Question 6: 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 7: What is a micro-course? What are its main features? First, the concept and composition of "micro-course"
"Micro-class" refers to the whole process of recording teachers' wonderful teaching and learning activities around a certain knowledge point or teaching link with video as the main carrier in the process of classroom education and teaching. The core content of "micro-lesson" is classroom teaching video (lesson fragment), and it also includes teaching design, material courseware, teaching reflection, practice test, student feedback, teacher comments and other auxiliary teaching resources related to the teaching theme. They * * * jointly "created" a semi-structured and thematic resource unit application "microenvironment" with certain organizational relations and presentation methods. Therefore, "micro-course" is not only different from traditional teaching resources such as teaching examples, teaching courseware, teaching design and teaching reflection, but also a new teaching resource inherited and developed on this basis.
Second, the main characteristics of "micro-course"
(1) Short teaching time: Teaching video is the core content of micro-lesson. According to the cognitive characteristics and learning rules of primary and secondary school students, the duration of "micro-class" is generally about 5-8 minutes, and the longest time should not exceed 10 minutes. Therefore, compared with the traditional 40-50-minute teaching class, "micro-class" can be called "class fragment" or "micro-class"
(2) Less teaching content: Compared with the wider traditional classroom, "micro-class" has more problems and more prominent themes, which is more suitable for teachers' needs. "Micro-class" is mainly to highlight the teaching of a certain subject knowledge (such as the key points, difficulties and doubts in teaching), or to reflect the teaching and learning activities of a certain teaching link and teaching theme in class, which is more complicated and numerous than the traditional teaching content.
(3) Small resource capacity: In terms of size, the total capacity of "micro-lesson" videos and supporting auxiliary resources is generally around tens of megabytes, and the video format must be a streaming media format supporting network play online (such as rm, wmv, flv, etc.). ), so that teachers and students can listen to lectures online smoothly and view teaching plans, courseware and other auxiliary resources; It can also be flexibly and conveniently downloaded and saved to terminal devices (such as notebook computers, mobile phones, MP4, etc.). ) mobile learning and ubiquitous learning are realized, which is very suitable for teachers to observe, evaluate, reflect and learn.
(4) the composition/structure/composition of resources is "situational": the resources are convenient to use. The teaching content of "micro-course" generally requires prominent theme, clear direction and relative integrity. It integrates teaching design (including teaching plans or learning plans) with teaching video clips as the main line, multimedia materials and courseware used in classroom teaching, teachers' reflection on after-class teaching, students' feedback and comments from subject experts, and forms a "theme unit resource package" with distinctive themes, various types and compact structure, creating a real "microteaching resource environment". This makes the "micro-lesson" resources have the characteristics of video teaching cases. In this real, concrete and typical case-based teaching situation, teachers and students can easily learn advanced thinking abilities such as tacit knowledge and tacit knowledge, and imitate, transfer and upgrade teaching concepts, skills and styles, thus rapidly improving teachers' classroom teaching level, promoting teachers' professional growth and improving students' academic level.
Third, the classification of micro-courses
1, classified by 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.
Question 8: The course characteristics of micro-courses The specific process of micro-courses is the same as that of conventional classroom teaching, that is, teachers show the teaching process on the podium, and it is necessary to reproduce the process including teachers' questions, classroom activities and students' cooperative problem solving. However, because there are no students, these designs of teachers are all made after asking questions or sorting out. Assuming that the students have finished speaking, the teacher only needs to continue to show the next teaching link. Because there is no real participation of students, it saves the time for students to answer questions or activities in the regular classroom, so 15-20 minutes is enough. Micro-class is the reappearance of classroom teaching process. Different from regular class, it is a short time and testing process without students' actual participation. The judges and teachers will judge whether the teaching process of the head teacher can achieve the expected teaching effect. Micro-class and lecture are two completely different forms. The focus of "talking" is "talking", talking about objectives, teaching methods and procedures ... It is "an armchair strategist", a retreat, not a class, but telling everyone how to prepare and why. Micro-courses in the classroom, from introduction to Protestantism, from questioning to guidance, from induction to expansion, must be implemented step by step, but less than actual classes. In the micro-class, after omitting the student activities, the teacher's explanation level has attracted the attention of the judges. Teachers' language should be vivid, infectious, accurate, logical and simple.