First, understand the micro-course
1. Understand the function of micro-lessons: solving doubts rather than teaching; That is, the function of micro-class is to provide after-school counseling for some students who don't understand in class, rather than replacing classroom teaching. The author of micro-lesson can't do micro-lesson like explaining new knowledge in class, and it doesn't make sense for students who haven't listened to it.
2. The time is not more than five minutes, because:
(1) Now is a fast-paced era, pursuing fast and precise;
(2) Students have many courses and many problems. If you watch a video in each class, the micro-class time is too long;
(3) Five minutes is enough to explain a small knowledge point, otherwise it is either too general or too verbose.
3. The knowledge points are detailed enough to be thoroughly explained within five minutes; A micro lesson only explains one specific knowledge point. If this knowledge point contains another knowledge point, you need another micro-lesson to explain it.
4. 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: Teachers pay more attention to teaching, but it takes a long time, has a large capacity, and is difficult to spread, make and search for wonderful teaching links. Compared with traditional video lessons, micro-lessons are closed, consolidated and difficult to modify. Obviously, micro-courses have their own advantages, such as easy to search, easy to spread and widely used. At the same time, the recording object and learning object of the micro-lesson can be anyone.
5. Micro-course production process:
Topic selection-lesson plan compilation-courseware making-teaching implementation and shooting-post-production-reflection on teaching evaluation.
6. Criteria for topic selection: The topic selection of micro-courses is the most critical part in the production of micro-courses, and a good topic selection can be explained and recorded with twice the effort.
(1) is the key and difficult point in teaching. A micro-lesson generally teaches a knowledge point. The choice of this knowledge point is related to the design of knowledge structure. It is a good choice to make micro-lessons according to the key and difficult points in teaching, which is more in line with the original intention of making micro-lessons: sharing teaching resources, solving doubts for teachers and students and inspiring teaching.
(2) It should be suitable for multimedia expression. As a kind of media, the content design of micro-course should be suitable for the application of multimedia characteristics and multimedia expressions, and for adding rich pictures and texts, colorful animations and colorful videos.
7. Instructional design requirements: Although the micro-course is only a few minutes, it also needs a good instructional design. Good micro-courses should be orderly, and chaotic micro-courses run counter to the concept of micro-courses.
(1) Suitable for teaching objects: Micro-courses in different science sectors correspond to students with different knowledge and abilities. Micro-courses should not only be divided into different science sections, but also have the same science section to adapt to students of different levels, such as the same mathematical knowledge point. For students of different levels, the teaching methods and even the contents should be different, so personalized teaching is also in line with our micro-lesson concept.
(2) Conforming to the cognitive process: A good micro-course design should be gradual, and students of different ages have different cognitive styles. For younger children, specific knowledge (multi-images, animations, videos) is more easily accepted by them. For middle school children, cognitive style has developed into more acceptable abstract knowledge, which can give students room for imagination and thinking, such as high school Chinese, which can cultivate more scenarios, while for younger children, it can cultivate scenarios.
"Pause" is not necessary for junior students, but it is necessary for senior students. At this time, it is obviously inefficient for students to instill knowledge, and self-thinking knowledge is efficient and constructive.
8. Micro-course teaching effect: it can effectively solve practical teaching problems; Resolving doubts and doubts in a targeted way can arouse learners' initiative in learning.
Second, the preparation of micro-courses
1. Preparation steps for micro-lesson recording:
(1) Deeply understand the role of micro-courses: solving puzzles instead of teaching;
(2) Choose the knowledge points to be talked about, and try to choose popular test sites and difficulties;
(3) Make clear the audience of your micro-course;
(4) Divide knowledge points into many small knowledge points according to certain logic;
(5) make each knowledge point into a summary table;
(6) do PPT；;
(7) Prepare cameras and microphones;
(8) Familiar with software operation;
(9) Start recording and cutting.
2.PPT design
(1) content design: PPT means that as long as the core content is put in, the teacher can express the things on the edge. It has nothing to do with excellent micro-lessons to watch PPT according to the script. PPT content design should be enlightening. There should be suspense in PPT content design. (2) Layout design:
Home page and cover design: it is best to use the home page of PPT as the cover, so that you can know the knowledge points and authors at a glance.
As the "face" of micro-courses, the first PPT should have the following clear "five senses".
Forehead: If it is a series of micro-courses, you can explain it here;
Eyes: the concise title of micro-course;
Nose: author and unit;
Oral: Learn science paragraphs, chapters and textbooks;
Ears: tassels, without tassels, seem a bit boring and monotonous. It is not recommended to put pictures of teachers here.
Background: Just like human skin, it should be as simple and elegant as possible, which can set off fonts, but not too gorgeous. If it is as thick as human skin, it will highlight the paleness of the content. Similarly, the background should not be chaotic. Imagine how beautiful uneven skin can be.
Middle page: dots with knowledge points can be written on them, which is clear at a glance. Put the theme content in the middle, and leave a blank in the lower right corner or the lower left corner to place the teacher's picture without blocking the text. The background is simpler than the home page, but it is not recommended that there is no background or a solid background, and the face is not good.
The design of the last page can add languages such as thanks, micro-lesson topics and welcome to watch. It is not recommended to add pictures of teachers on this page.
(3) Aesthetic design:
In the whole PPT, it should be 50% text, 20% picture and 30% blank.
Do not use more than three colors in the whole PPT text, and it is best to use only two colors.
PPT is consistent from top to bottom and coordinated from left to right. The content in the upper part of PPT is similar to that in the lower part. There is no top-heavy phenomenon, and the left half and the right half are in harmony.
There are several kinds of page-turning animations, but not too many, and 2-5 kinds of page-turning effects are appropriate.
Aesthetic fatigue, don't appear a few consecutive pictures or all words.
Step 3 record and edit
(1) Record point:
The recording background should be white or light, and no other sundries should appear.
The sound size is reasonable, the lens is not hazy, and the best shooting angle is from the front.
If you are not used to it, you can let a student sit opposite, as if you were tutoring him.
Don't record classroom teaching. For reasons, see Chapter 1.
For kindergarten or primary school students, you can record videos with students and put them into PPT.
Special people, such as teaching deaf students, can use special recording methods.
When recording, adjust the computer resolution to 1024*768 and the number of color bits to 16.
(2) Post-production principle:
The time is no more than 5 minutes, and you can't pass the preliminary examination after more than 5 minutes.
If the sound is too small or too loud, it can be adjusted appropriately.
The video size is 640*480 or 320*240, the video format is FLV and MP4, and the audio format is preferably MP3.
Third, the micro-curriculum design recommendations
1. Always remember that your micro-course users are students.
2. A micro course only says one knowledge point.
3. Try to control it within 5 minutes.
4. Don't skip the teaching steps easily, even if it is very simple.
5. Provide suggestive information for students (for example, mark with colored lines, list keywords on the side of the screen, and mark with symbols and graphics).
6. Micro-course is a link in the whole teaching organization and should be coordinated with other teaching activities. Remember: set the prompt of pause or follow-up activities in the appropriate position of the micro-lesson, so that students can switch to related learning activities when browsing the micro-lesson, so that students can learn the micro-lesson under the unified scheduling of the learning list.
7. Appropriate questions should be asked in micro-lessons. The design of questions should reasonably arrange basic questions, unit questions and core questions, and flexibly use diversified questioning strategies to promote students' thinking.
8. At the end of each micro-lesson, there should be a brief summary, summarizing the main points, helping learners sort out their ideas and emphasizing the key points and difficulties.
9. For some important basic concepts, it is necessary to clarify what they are and what they are not, so that students can clearly understand the basic concepts and principles; For the teaching of key skills, it is necessary to explain clearly how to do it and how not to do it.
10. Use subtitles to supplement the parts that are not easy to explain clearly in the micro-course. Note: You only need to present the key words, and you don't have to add subtitles to all the lines like TV dramas, which will increase students' reading cognitive load.
1 1. Teachers should cultivate students' good habits of autonomous learning (for example, watch videos according to the guidance of the study list, and then go back to the study list to discuss exercises after watching videos), and tell students the skills of using micro-lessons (for example, you can not listen if you don't understand).
12. Hyperlink micro-courses and related resources and activities on the study list to facilitate students to skip learning under the unified scheduling of the study list.
13. At the beginning of a course, the evaluation method and examination method of this course should be clearly introduced to guide students to study according to the teaching objectives.
14. Introduce the teacher himself at the beginning to let the students know about the teacher.
15. Pay attention to learning and drawing lessons from the teaching methods used by Khan when telling you similar courses.
16. Pay attention to learning design experience from other fields, and pay attention to drawing lessons from, imitating and creating, such as looking for ideas that can be used for reference from mass media such as movies, television and advertisements.
17. Technical details about making micro-courses (details often affect the use effect of micro-courses): Don't shake the mouse around the screen. The font and background colors should match well. Don't move the mouse too fast on the screen when explaining the course. Pictures should be concise, and icons, backgrounds and teachers' heads irrelevant to the teaching content should be deleted. The recording environment should be quiet and without noise.
Four, micro course recording method:
Recording mode; Recording tools; Recording method; Recording step; Recording technical requirements
model
Recording and broadcasting system
Camera of electronic whiteboard recording and broadcasting system
Record VGA, teacher computer and student computer at the same time.
Step 1: Complete the whiteboard courseware and prepare other media materials for the topics selected in this lesson.
Step 2: Live recording
Step 3: Make a simple post-production of the video and make necessary editing and beautification.
1, the video picture can clearly show the deductive process on the computer screen, and the picture must be coherent;
2. The teacher's voice is clear and recognizable, and the noise and noise are not obvious;
3. The compression of video products adopts the common streaming media format (.mp4/). flv/。 Mpg), and the finished video size does not exceed 100MB.
model
Screen recording software PPT
Electronic whiteboard screen recording software camera
Screen recording software records VGA, and camera records teacher video.
Step 1: according to the selected teaching theme, collect teaching materials and media materials and make PPT courseware;
Step 2: Use screen recording software and video camera to record VGA and teacher videos.
Step 3: Edit and beautify the recorded teaching video.
Screen video expert 20 13
Screen recording software flat microphone
Screen recording software, handwriting board, microphone and camera.
The teaching process is explained and demonstrated by handwriting board and drawing tools, and recorded by screen video software.
The first step: according to the theme of micro-course, carry out detailed teaching design and form a teaching plan;
Step 2: Install the handwriting board, microphone and other tools, and demonstrate the teaching process with the handwriting board and drawing tools;
Step 3: record the teaching process through screen video software and dub it;
Step 4: Make necessary editing and beautification. ?
Fifth, the five-part design of micro-course.
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?
1. Understand the definition and function of micro-courses.
If you want to design a good micro-course, you must first understand the definition and function of micro-course:
1) Micro-lesson refers to explaining a very fragmented knowledge point, test sites, examples, homework problems or teaching experience with a micro-video of 5- 10 minutes.
2) The role of micro-lessons: enlightening and 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.
2. 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 designing each class, we should first carefully select the knowledge points and scientifically analyze and deal with the related 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.
1) Try to choose popular test sites, the key points and difficulties of teaching.
2) The choice of knowledge points should be detailed and can be explained thoroughly in ten minutes.
3) Knowledge points should be accurate, and there should be no knowledge errors or misleading descriptions in words, languages and pictures.
4) Knowledge points should be divided into many small knowledge points according to certain logic.
3. Choose the appropriate type of micro-course.
Micro-courses mainly have the following types:
1) teaching 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 class-suitable for teachers to ask students questions according to certain teaching requirements, ask students to answer, and guide students to acquire or consolidate test knowledge through question-and-answer form.
3) Enlightening class-It is suitable for teachers to inspire students' thinking in the teaching process according to the objective laws of teaching tasks and learning, and to use various methods to mobilize students' initiative and enthusiasm in learning and urge them 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 teachers.
5) Demonstration class-it is suitable for teachers to show students physical or visual 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, under the guidance of teachers, to use certain equipment and materials to make some changes in the experimental objects by controlling the running process of conditions, so as to gain new knowledge or verify knowledge by observing the changes of these phenomena.
8) Performance class-it is suitable for organizing students to perform and reproduce the teaching content dramatically 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 to study in groups or teams.
1 1) inquiry learning-a learning method that is suitable for students to study problems in a scientific way on the premise of active participation, according to their own guesses or assumptions, so as to gain innovative practical ability, develop thinking and build their own knowledge system in 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.
4. Construct a complete and meticulous teaching process.
1) cut into the theme to be novel and quick.
Due to the short time of micro-lessons, we should pay attention to the ways and means of cutting into the theme when designing micro-lessons, and strive to be novel, fast and closely related to the theme, so as to allocate more time to the teaching of content.
(1) Set the topic to introduce the topic.
(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) Teaching clues should be clear.
In the design of micro-courses, it is required to have only one clue as far as possible, and highlight the key content 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) end quickly
In the design of micro-courses, summary is essential, that is, the summary of content points. A good micro-lesson summary can make the finishing point, deepen students' impression of what they have learned and reduce students' memory burden. In the summary of the micro-lesson, because the teaching of the previous key content takes up more time, the micro-lesson is short but precise, and the method of saving it should be scientific and fast.
4) Strive for innovation and bright spots.
In the design of micro-courses, we must have our own unique highlights. This highlight can be simple lectures, meticulous analysis, passionate recitation, exquisite and perfect classroom structure, accurate and vivid teaching language and so on. Only when the teaching of micro-courses has its own unique highlights can the level of micro-courses be improved.
5. Making practical micro-course teaching courseware
Teaching courseware can fully create a vivid and vivid teaching environment, provide an image expression tool for the smooth implementation of teachers' teaching, effectively break through teaching difficulties, stimulate students' interest in learning, truly change the traditional monotonous teaching mode, and implement music learning. Therefore, it is very important to make practical and effective courseware in the design process of micro-courses. Pay attention to the following points when making micro-course courseware:
Be aesthetic.
A good micro-lesson courseware can not only stimulate students' interest in learning, achieve good teaching effect, but also make people enjoy beauty. High-quality micro-course courseware is the perfect unity of content and beautiful form.
Association between activity and inertia
Dynamic pictures can make courseware exciting and moving, while static pictures can give people more room for thinking. 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.
Reasonable arrangement of information
When making micro-course courseware, we should make full use of cognitive learning and instructional design theory, effectively organize information resources and provide appropriate information according to the needs of teaching content and teaching purpose, which is conducive to breaking through the difficulties in teaching, 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.
easy accessibility
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. Practice has proved that in teaching, giving full play to the five-part teaching design of micro-courses, carefully grasping the five links of "understanding the definition and function of micro-courses", "selecting and analyzing knowledge points", "selecting appropriate micro-courses", "constructing a complete and refined teaching process" and "making practical micro-courses teaching courseware" and skillfully designing micro-courses teaching activities can effectively stimulate students' learning interest and cultivate their autonomous learning ability.