What is a micro-course?

1. Micro-course refers to a structured digital resource that uses information technology to present fragmented learning contents, processes and extended materials according to cognitive rules.

2. The core content of "micro-lesson" is classroom teaching video (lesson fragments), and it also includes auxiliary teaching resources related to the teaching theme, such as teaching design, material courseware, teaching reflection, practice test, student feedback, teacher comments, etc. Together, they "create" a semi-structured and thematic resource unit application "small environment" with certain organizational relationship and presentation mode. 3. Micro-courses only teach one or two knowledge points, and there is no complicated curriculum system, and there are not many teaching objectives and teaching objects. It seems that it is not systematic and comprehensive enough, and many people call it "fragmentation".

However, micro-courses are aimed at specific target groups and deliver specific knowledge content. A micro-course itself should be systematic, and the knowledge expressed by a group of micro-courses should be comprehensive. 4. A micro-course work generally only corresponds to a certain micro-course type, but it can also belong to the combination of two or more micro-course types (such as questioning teaching and cooperative inquiry). ), and its classification is not unique, so we should maintain a certain degree of openness.

Extended data:

Professor Zhang Yichun believes that "micro-lesson" refers to a short and complete teaching activity around a knowledge point or teaching link, which is carefully designed through information-based teaching and displayed in the form of streaming media to obtain the best effect of learners' autonomous learning. Its form is autonomous learning, the purpose is the best effect, the design is meticulous information teaching design, the form is streaming media, the content is a certain knowledge point or teaching link, the time is short, and the essence is a complete teaching activity.

Therefore, for teachers, the most important thing is to do micro-lessons from the perspective of students, rather than from the perspective of teachers, reflecting the student-oriented teaching thought. References:

Baidu encyclopedia-micro-course.

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: 1. 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-lesson refers to a micro-video that explains a very fragmented knowledge point, test sites, examples, homework or teaching experience in 5- 10 minutes. 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, the selection and analysis of knowledge points Whether a micro-course can be designed well and the teaching effect is good, the selection and analysis of knowledge points is very important. 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, try to choose popular test sites, the focus and difficulty of teaching. 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-course. There are mainly the following types of micro-courses: 1, lecture-style-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-suitable for teachers to inspire students' thinking as the core according to the objective laws of teaching tasks and learning, and use various methods to mobilize students' initiative and enthusiasm in learning and urge students to learn lively. 4. Discussion class-suitable for the whole class or group to discuss, enlighten and brainstorm on a central issue under the guidance of the teacher.

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 a strategy to organize students' learning in the form of groups or teams.

1 1, inquiry learning-a learning method suitable for students to study problems by scientific methods on the premise of active participation and according to their own guesses or assumptions, and to gain innovative practical ability, thinking development and independent construction of knowledge system during the research process. Before designing each micro-lesson, choosing the appropriate micro-lesson type according to the knowledge points to be explained is helpful to improve the effect of micro-lesson.

For example, when I designed "one of the best (1- 10)" in the third grade English class in primary school, I chose the micro-lesson type of "practice class" according to the knowledge points and students' cognitive level, so that students can master the relevant knowledge points in lively and interesting drills in various forms. Fourth, build a complete and refined teaching process 1, and cut into the topic quickly and creatively. Due to the short time of micro-class, we should pay attention to the methods and ways to cut into the topic when designing micro-class, and strive to be novel, fast and closely related to the topic, so as to allocate more time to the teaching of content.

In the teaching design of micro-courses, I usually cut to the chase in the following ways: (1) Setting topics to introduce topics. (2) Introduce the topic from the previous basic content.

(3) Introduce topics from life phenomena and practical problems. (4) Cut to the chase and get down to business.

(5) Set questions, suspense, etc. Get down to business. 2. The teaching clues should be clear. In the design of micro-courses, it is required that there is only one clue as far as possible, and the key content should be highlighted on this clue.

If you need to list arguments when teaching key content, the list of arguments must be concise and to the point, and strive to make the arguments fully accurate and not cause new problems. We should pay attention to ingenious inspiration and active guidance in designing micro-courses, and strive to successfully complete the teaching tasks stipulated in micro-courses in a limited time.

3. The ending should be quick. In the design of micro-courses, summary is essential.

What's the difference between micro-class and video class?

(1) Micro-class is a simulation of one-to-one teaching scene, which is different from one-to-many classroom teaching. Not only pay attention to the classroom teaching taught by teachers, but also pay more attention to students' learning, and teach a knowledge point in a short time.

Micro-class should not only avoid moving the blackboard, but also solve the key and difficult problems that are difficult to solve in traditional teaching. It has the characteristics of short time, simple production, small capacity, easy search and easy dissemination, and is suitable for learners to study and explore independently.

(2) Traditional video class: It pays more attention to the teacher's teaching, but it takes a long time, has a large capacity, is difficult to spread, is difficult to make (requires the cooperation of professionals), and is difficult to search for wonderful teaching links. It is mainly used for teachers to prepare lessons and observe and exchange learning. Compared with traditional video lessons, micro-lessons are closed, consolidated and difficult to modify, and mainly taught by teachers. Obviously, micro-courses have their own advantages, which are easy to search, easy to spread and wide in application. At the same time, the recording object and learning object of the micro-lesson can be anyone.

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 fragments), and it also includes auxiliary teaching resources related to teaching themes, such as teaching design, material courseware, teaching reflection, practice test, student feedback, teacher comments and so on. Together, they "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.

What are the precautions for making micro-courses?

1. Beautiful. A good micro-lesson courseware can not only stimulate students' interest in learning, achieve good teaching effect, but also make people enjoy beauty. A high-quality micro-course courseware is the perfect unity of content and formal beauty.

2. The combination of dynamic pictures and static pictures can make the courseware exciting and moving, and static pictures can give people more thinking space. Therefore, when designing micro-course courseware, we should pay attention to the organic combination of dynamic pictures and static pictures to enhance the teaching effect of micro-course. 3. Reasonably arrange the amount of information when making micro-courseware, make full use of cognitive learning and instructional design theory, effectively organize information resources according to the needs of teaching content and teaching purpose, and provide appropriate amount of information, which is conducive to breaking through teaching difficulties, expanding students' horizons and enabling students to obtain relevant information through various sensory organs.

When making micro-course courseware, arranging information reasonably can improve the efficiency of teaching information dissemination and enhance the enthusiasm, vividness and creativity of teaching. 4, easy to operate In order to facilitate teaching, the operation of micro-course courseware should be as simple, flexible and reliable as possible, which is convenient for teachers and students to control.

Set menus, buttons and icons with clear meanings on the operation interface of the courseware, preferably support the mouse, try to avoid complex keyboard operations and excessive levels of interactive operations, and try to set transfer controls between the contents of each part, so as to facilitate forward, backward and jump.

How to understand the application of micro-lessons in kindergarten teaching activities

What are the functions of micro-courses? First, the role of micro-lessons in the new curriculum 1. Pre-class review According to the students' existing knowledge base, contact the knowledge points needed by new knowledge, design and make a micro-class, so that students can watch this micro-class first after class to prepare for the new class. 2. The new lesson introduction teacher designs novel questions according to the new lesson knowledge points to attract students' attention. This micro-lesson is made for the explanation of the new lesson. Ask the students to watch this video after the class begins. 3. Knowledge Understanding The teacher explains the key points and difficulties in this section, and typical examples guide students to explore the law. After students explore independently or cooperatively, watch this video together. 4. Practice and consolidate the few but precise exercises designed by the teacher, and do a good job in micro-lessons to consolidate the knowledge in this section. 5. Summarize and expand to guide students to summarize the key points and laws of this section, so that students can incorporate their knowledge into the existing knowledge system.

What is a micro-course? How to do it well?

The first question: "Micro-class" refers to the whole process of wonderful teaching and learning activities around a certain knowledge point (key and difficult point) or teaching link in the process of education and teaching with video as the main carrier inside and outside the classroom according to the new curriculum standards and teaching practice requirements [1].

The second question: it should be comfortable from the perspective of vision and hearing. From the perspective of network technology, the smaller the file, the better. Therefore, ppt should be concise and generous, and the name of micro-course should contain knowledge points and reflect the applicable objects. From the learner's point of view, it is hoped that the easier it is to understand, the better. Therefore, the title of micro-course with clear theme, informative title, logical text content and leading ending are all important components of micro-course. Finally, I especially recommend one of the tools for micro-lessons: You Ya. Com, a free platform, can do animation courseware, set characters and roles, insert scenes directly, and convert input text into audio, which is very suitable for elementary micro-classes.

What is micro-lesson, its meaning and development.

I copied it. I hope you can adopt the significance and development of micro-courses. Li Thicken (Department of Educational Technology, Shanghai Normal University) 1. Introduction: You have done a great thing. 20 13 at the beginning of the new semester, I receive phone calls and emails almost every week. The education departments and primary schools in some provinces and cities warmly invited me to attend lectures or training courses to train front-line teachers to learn micro-course teaching design.

I wonder why everyone is talking about micro-classes, flipping classrooms and Khan Academy like a fever. Last week, the editor of "Information Technology Education in Primary and Secondary Schools" sent me an email and called me again, hoping that I could help the magazine write the latest issue about micro-courses. He also invited Professor Jiao Jianli of South China Normal University, who organized the micro-course competition for the first time by the domestic grass-roots education department, and Director Hu Tiesheng of the Education Information Network Center of Foshan Education Bureau of Guangdong Province to jointly write the micro-course manuscript. Just as I was thinking about how to finish the task of the magazine, my mobile phone rang again. This is a phone call from the director of a university teacher development center, asking me to train the teachers in the whole school in micro-course teaching design. As soon as he opened his mouth, he said, you have something important! I asked him why he should train all teachers in micro-lesson design now. The other party said, you see, in the past, the computer center room of our school, students had to queue up and send air tickets, which was so crowded; Now, the door is crowded, except for the teacher's request to have classes in the computer room, almost no one comes here, and the computers in the computer room are all gray; On campus, students use their computers and mobile phones to surf the Internet wirelessly.

Look at the street again. Everyone has a mobile phone and every family has a computer. The next development is almost certain, that is, all students use their own devices to study online, and teachers do not "flip the classroom", but also use the past classroom teaching mode, okay? Time is up to a node! Ah, I see, I have a big deal! We are engaged in educational informatization and teacher training, all of which are engaged in great things! Second, the meaning of "class" and "micro-class" In the conventional school classroom teaching, the "class" and "one class" mentioned by teachers and students refer to the organizational model and basic unit of class collective teaching widely implemented in school education at present.

The main work and teaching activities of the school are based on classes, which are the core of the daily teaching work of the school. In the academic monograph of classical teaching theory, the definition of "class" is: "Class is a unit with time limit and organized teaching process, and its function is to achieve a complete but partial teaching purpose."

[1] Observe and analyze the composition of a class, including teachers-students-teaching purpose-teaching materials-various digital media-teaching activity organization-teaching methods-teaching evaluation and feedback-learning environment, etc., and form a complex system. All the elements in the system are interrelated and interactive, which constitutes the life activities of the teaching system. Micro-course, corresponding to the concept of "classroom", is a new concept recently emerging from "flipping the classroom".

Last year, when people noticed that the course of Khan Academy was a "small" course to teach knowledge points, they began to call the "micro-video" that teachers taught students to learn independently "micro-lesson". It turned out to be just a "micro-video". If the way teachers organize classroom teaching has not changed, such "micro-video" still stays in the idea of "integrable ware" in the last century, that is, the video recorded in the classroom is sliced into teaching fragments, with the purpose of serving as teaching resources to cooperate with teachers in class, or as "micro-teaching" for teachers' professional development and teaching reflection.

However, in the new "flip classroom" teaching process, "micro-video" taught by teachers for students' autonomous learning has become an indispensable part of students' autonomous learning. Therefore, according to the systematic view of teaching theory, we define "micro-lesson" (or "micro-lesson") as: "micro-lesson" refers to a small course with clear teaching objectives, short content and concentrated explanation of a problem within 10 minutes.

In the teaching process of "flipping the classroom", the Khan-style "micro-class" refers to the "micro-video" that records the course content taught by the teacher to the students within 10 minutes. This "micro-video" needs to be combined with the learning list and the students' learning activity process to make a complete "micro-lesson"; If you leave the students' learning activities, it is only a part of the teacher's teaching activities that are recorded. In essence, it is a video of classroom teaching, which can be used as learning materials, and there is no "micro-class" system.

Therefore, the evaluation standard of "micro-course" needs to include the micro-video of teachers' teaching content and the learning list and arrangement of students' learning activities. Why should the video time of "micro-lesson" be less than 10 minutes? This is based on the statistics and brain science research of Khan courses abroad. The effective time for the average person to concentrate is about 10 minute.

In the practice of training teachers to design micro-courses in various places, we also found that in fact, the time of micro-courses is generally 3-5 minutes, and videos over 6 minutes seem to be a bit lengthy. (The above introduction is people's demonstration. Interested readers can take the length of micro-lessons as the subject of psychological experimental research and draw accurate conclusions through large sample experimental statistics. )

It should be noted that micro-lessons mainly record teachers' knowledge and skills through micro-videos. Teachers can also use other media in different formats, such as audio (recording), PPT and text, according to the needs of different disciplines and different teaching situations, which are not necessarily limited to micro-video. Third, the development of micro-courses With the development of the times, every element in the teaching system is changing.

The emergence of micro-courses is a new change in the teaching system caused by the changes of the times. Among the elements of the teaching system, the most obvious and positive change is the change of teaching media caused by the rapid development of human science and technology.

In the history of human education, due to the evolution of language, the appearance of characters and the evolution of learning content carriers (media), from ancient rock paintings to Oracle Bone Inscriptions, bronzes, paper and printing, human education has experienced the evolution from word of mouth, private schools, academies to classes and schools; From slides, movies, TV, computers,