Micro-teaching, subverting the traditional mode of teaching, from chalk + blackboard to digital information teaching a series of teaching methods, the emergence of micro-class completely breaks the traditional mode, although information-based teaching uses the way of virtualization to impart knowledge to Students, but the main goal of cultivating talents in primary and secondary schools is to enhance students' knowledge and practical ability. The teaching of informationization can not be separated from practice, but only information education. The main reason why micro-courses can be informatized teaching is that they can display some limited-education teaching through video, especially those with higher operability requirements.
First of all, the teachers should make great efforts in selecting the subject matter. It is necessary to start with the students' learning level and the problems that are easy to appear. Through the typical examples and the explanations in the simple way, the students can quickly grasp the knowledge points.
Secondly, when making video, pay attention to the combination of motion and static, graphic and text, font matching, font size matching, color matching, patchwork, use as little text as possible, to make the whole video simple and fresh.
When you explain again, you must have students in your heart. You should use Mandarin in your language and use old-fashioned and boring written words as little as possible to make the explanation easy to understand, sound loud and strong.
The last is the grasp of time, the introduction and conclusion should be concise and clear. The entire video should be controlled within 5-10 minutes.
A micro-class generally teaches a knowledge point. Regarding the selection of this knowledge point, the structural design of knowledge is a good choice for the key points in teaching. It is more in line with the original intention of micro-class: Sharing teaching resources, confusing students (teachers) and inspiring teaching.
Micro-teaching can be carried out simultaneously with classroom teaching. The two complement each other and support each other to establish a more perfect teaching classroom. The micro-course production method is simple, easy to share, and can build a micro-teaching teaching resource library. In the classroom teaching, teachers can use the micro-curricular resources to display simple knowledge points, and then based on these knowledge points, deepen the classroom teaching.
The most important feature of micro-teaching is that it is short, succinct, informative, and easy to understand. It is a teaching resource that is very suitable for students to learn independently. Specifically, it can be divided into three steps. The first is that students learn independently through micro-curricular resources, are familiar with the teaching content, find key points and difficulties, and then put forward in the classroom. Secondly, after class, answer questions. For students who do not understand or master the knowledge points in the classroom, they can deepen their understanding and memory of this part of the knowledge by reviewing the micro-courses after class. Finally, it is to expand the scope of students' learning. Students can independently choose the relevant micro-teaching content according to their own real preferences and relevant knowledge they want to understand, and conduct independent learning. This not only makes up for the limitations of classroom teaching, but also broadens the horizons of students. For example, in small and medium-sized teaching, teachers can prepare micro-curricular resources in advance for students to learn independently. Then let the students raise the difficult points, and the teacher will focus on the explanation. Then I will go back and compare the teaching resources of the micro-courses to deepen the students' understanding and understanding of the difficult points.
1. Review before class to design and produce micro-courses based on the knowledge base and new knowledge required by students. Students can read this micro-class before class and prepare for the new course.
2. The introduction of the new curriculum introduces novel questions based on the knowledge of the new curriculum, attracts the attention of the students, and prepares the micro-course for the explanation of the new lesson. Let the students watch this video after starting the class.
3, knowledge understanding teachers make a point to the difficult points of this section, typical examples guide students to explore the law. Watch this video together after the students have explored themselves or collaborated.
4, practice to consolidate the teacher's design of small and fine exercises and make a good micro-class, used to consolidate the knowledge of this section.
5. Summary Expanding and guiding students to summarize the key points and rules of this section, so that students can incorporate knowledge into existing knowledge systems. Then appropriately design some students to adapt to different levels of student extension exercises. This video is used to end the lesson.
1) The production of micro-courses is the process of micro-research. The first-line teachers make the process of discovering problems, analyzing problems and solving problems in the actual teaching. It is a simple and practical process. It is a process of teaching reflection and can effectively promote the business of teachers. growing up.
2) Micro-courses facilitate the dissemination of Internet and mobile devices, facilitating the exchange of teaching experiences and methods between teachers.
3) Micro-courses facilitate teachers' knowledge management, effectively promote the professional development of teachers, and improve teaching results.
4) The micro-curriculum is simple to produce and novel in form. Through micro-courses, resources can be accumulated, shared and exchanged, which can effectively improve teachers' self-confidence and sense of accomplishment, and improve the ability of teachers' teaching and information technology integration.
The Dingyi micro-class recording system is used to improve the efficiency of preparing lessons. The Dingyi micro-class production system uses video as the main carrier, and records the teachers in the process of teaching and teaching in and around the classroom around a certain knowledge point (key points and difficult points) or teaching links. The wonderful process of teaching and learning activities. The system integrates a multi-functional booth computer and practical teaching application software, providing a convenient tool for teachers to teach lessons, courseware production, interactive teaching, pre- and post-class tutoring and real-time classroom presentation.
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