2018 micro-teaching production instructions learning experience

2017 micro-teaching production instructions learning experience 1 "Micro-teaching" is to "micro-video" as the core, and integrated "micro-teaching plan, micro-lessons, micro-exercises, micro-reflection" and other content to create a "micro-teaching resource environment" closely related to specific teaching activities, real contextualization. The "micro-teaching" is centered on "micro-video" and integrates "micro-teaching plans, micro-lessons, micro-exercises, micro-reflections" and other content, creating a "micro-teaching resource environment" that is closely integrated with specific teaching activities and real contextualization. Micro-teaching is a new type of teaching mode distinguished from the traditional classroom, which is not a simple condensation of the traditional classroom, not an abridged version of the traditional classroom, not a compressed version, and not a fragment of the classroom teaching, but a rich micro-teaching example, similar to the fragment of teaching. In the context of the rapid development of contemporary information technology and educational reform, micro-teaching has far-reaching practical significance for teaching.

First, the characteristics of micro-teaching

"Micro-teaching" is the most important feature is that "the sparrow is small, but all the organs are complete". From the specific aspects to analyze, "micro-teaching" has the following characteristics:

1. short time. "Micro-course" as the name suggests is a miniature classroom, so it is different from the traditional 45-minute classroom, but to concentrate the essence of the famous. The content of the teaching is completed in a short period of time with high quality, and the students are guided to learn efficiently.

2. Due to the short duration of the course, the requirements of the "micro-teaching" must focus on the teaching of difficult points or teaching points of doubt for targeted teaching, so the teacher in the selection of teaching content must be carefully considered, choose the students usually have questions, it is difficult to master the part of the "micro-teaching". Teaching. It is different from the "Netease Open Class" and other online learning courses in the classroom recording mode, but the targeted selection of points to help students targeted learning, the real meaning of the students to solve the learning problems.

3. The "micro-course" is based on the formation of the basis of network teaching, so students can use smart phones, tablet computers and other mobile devices to learn, no longer limited to the traditional fixed classroom learning. Students can enjoy the charm of "micro-teaching" anytime and anywhere, greatly increasing students' interest in learning and the possibility of independent learning outside the classroom.

Second, the micro-teaching design

"Micro-teaching" teaching should focus on the following points:

First, the selection of points to be small, "micro-teaching" is not the traditional classroom all-encompassing, but will be a focus of the issue of The best thing is to talk about new ideas. The general knowledge of the students have been in the classroom basic master, at the same time, "micro-teaching" rely on network video, if there is no novelty, may not be able to stimulate the students' interest in learning, so that the "micro-teaching" teaching can not play its due effect.

Second, although the time is short, but the traditional classroom teaching program has all of them, and its teaching objectives are also three-dimensional objectives, it is a complete miniature classroom, so teachers are required to be well-designed, and do a lot of preparatory work.

Third, the introduction of "micro-teaching" should be fast, well-designed to achieve timely and effective attraction of students' attention and interest in learning.

Fourth, the value of micro-teaching is to solve the problems and difficulties of students in the learning process, so it is more targeted, in the "micro-teaching" teaching design should be given full consideration to the student's main position, to understand the student's learning needs, the teacher in the "micro-teaching" teaching design, the teacher in the "micro-teaching" teaching design should be given full consideration to the student's main position, to understand the student's learning needs. The whole "micro-teaching" teaching should be the auxiliary position, to realize the "teaching" centered knowledge transfer mode to "learning" centered problem exploration mode of change.

Third, the significance of micro-teaching

First of all, from the main body of the learner students, micro-teaching is convenient for students to learn at any time and anywhere, so that students outside the classroom independent study possible; micro-teaching of the knowledge of the relative concentration of students can be completely in accordance with their own interests and needs to carry out targeted learning, so that the students learn to be able to enjoy it; in the educational reform highlighted the

Secondly, micro-teaching is mainly in the form of video, the reason is that video teaching has the outstanding advantage of vivid image, relative to other media methods, video teaching is more conducive to students' understanding and memory, in the video media, micro-teaching also makes students can real-time feedback, through comments and other ways to express themselves in a timely manner in the study of the problems encountered in the quest for help, at the same time, you can be a knowledge point in the network to express their own knowledge. The newest addition to the list is the newest addition to the list, which is the newest addition to the list, which is the newest addition to the list, which is the newest addition to the list, which is the newest addition to the list.

Finally, from the main body of educators, microteaching facilitates communication between teachers, who can learn from each other, learn from each other, learn from each other's strengths, and use them for their own purposes, to form a good education and teaching mechanism, and to improve their work efficiency; teachers can discover new teaching points through observing the cases of microteaching by others, and improve the deficiencies of their own classroom teaching, to achieve the effect of complementing the strengths of their own classrooms; in terms of professional growth, microteaching facilitates teachers' professional development, and helps to improve their work efficiency. In terms of professional growth, micro-teaching is conducive to the improvement of teachers' professionalism, allowing teachers to ask questions, think, and discover problems in detail, and become the developers and creators of students' learning resources; micro-teaching is actually a process of self-reflection for teachers, and it helps teachers to grow up in the process of continuous reflection, which is especially important for the growth of new teachers.

Microteaching is a great innovation in the field of education, injecting fresh blood into the education reform, and has far-reaching practical significance in realizing the scientific development of education, optimizing the education structure, and cultivating new talents.

2017 microcourse production instructions learning experience 2 Microcourse has become the current research focus of China's education informatization resource construction, but also a hot spot for research in the teaching process. At present, different fields give different meanings to microclasses. In most cases, microclasses are widely used in the field of education. This paper mainly combines the relevant survey data of the first domestic microcourse competition for primary and secondary school teachers, and carries out an in-depth analysis and research on the characteristics of microcourses, in the process of which it is found that microcourses accompany the growth of teachers, and microcourses are a teaching tool that promotes the growth of teachers' specialization.

I. Definition of Microcourses

(1) Definition and Birth of Microcourses

"Microcourses" are also known as "microcourses", which are usually translated as "Microcourses", "Microcourses" and "Microcurriculum". ", "Micro-lesson", "Mini-lesson", "minicourses", "smalllecture", "smalllecture", "micro-lesson", "mini-lesson", "mini-lesson". "smalllecture" and so on. In recent years, with the popularization of new concepts such as the flipped classroom and Khan Academy, microcourses, as an important carrier of the pre-course pre-study session of the upside-down classroom, have been highly valued by teachers and school administrators, and microcourses have rapidly become a hotspot of concern for the education community across the country.

We all know that in traditional teaching, the essence of a lesson is always centered around a knowledge point or a teaching point, and the wonderful, climactic links are short, instantaneous. Students' visual residence time is generally only 5-8 minutes, if the time is too long, the attention can not be relieved, it is difficult to achieve a better teaching effect. If a different way of thinking, only the teaching key points, difficult points, test points, doubts and other highlights recorded to provide students, and 5-8 minutes, 50M or so size of the brief video, but also convenient for students to download or on-demand through the network at any time and anywhere. It can be reused, with high utilization rate, and better meets the personalized teaching and personalized learning needs of teachers and students. The focus of this paper is on what role microteaching plays in the professional development of teachers.

For the birth of micro-teaching, Mr. Li Yuping, deputy director of the teaching and research center of Dongsheng District, Erdos City, Inner Mongolia, combined with his personal experience to make an in-depth explanation. 2001, Mr. Li Yuping's district became a national experimental area for curriculum reform, and at that time, encountered a lot of detailed problems. At that time, he encountered a lot of detailed problems, such as: "the classroom is open, but the discipline is not easy to manage", "there is always a feeling that the teaching time is not enough", "there are always conflicts in the cooperation", etc. Since then, Mr. Li Yuping has been working in the classroom. Since then, Ms. Li Yuping began to "focus on small phenomena, develop small strategies, accumulate small stories" research, which is also referred to as "three small research".

"Three small studies" is very close to the daily work and life of teachers, but later found that its effect is not good. After exhaustive research and study found that the essence of the problem in the school-based teaching and research. First of all, the main reason is that the content of the school research to "teaching design" as the main, and "three small research" is not in its research system; secondly, the research discourse system is more superior, not accustomed to "three small research". Secondly, the research discourse is more superior and not accustomed to "three small studies". Therefore, Ms. Li Yuping began to try to change the way of teaching and research. For example, "behavioral research", "risk research", "happy research", "theme research" and so on. In the process, the "three small studies" together with the changes in the way of teaching and research made the school's research progress. However, as the number of clients increased, we felt more and more overwhelmed and could not take care of so many people. In this situation, two new topics emerged - the simplification of results and the diversification of dissemination of results. Simplicity" here not only means "less time", but also means simplifying complex content and making simple content interesting; "dissemination" here not only means facilitating learning, but also means reducing information decay.

Microsoft's newest product is a new generation of microblogging.

Micro-courses are generated in this context. Its emergence marks the formation of a new research approach: "micro-issues, micro-studies, micro-courses", referred to as "three micro-studies". From "three small studies" to "three micro-studies" is not only a change in research perspective, but also a reconstruction of the way of growth.

(B) The concept and development of microcourse

"Microcourse" is in accordance with the new standards and teaching practice. Requirements, to teaching video as the main teaching carrier, fully reveals the teacher in the classroom teaching process, for a certain knowledge point or teaching link and the development of teaching activities of the organic combination of various teaching resources. In recent years, microclasses have been widely used by most primary and secondary schools, resulting in the formation of some high-quality masterpieces of courseware. From the perspective of teaching methods, microclasses are mainly divided into: lectures, inspiration, questions and answers, demonstrations, exercises, independent learning, inquiry learning, cooperative learning and so on. From the teaching progress point of view, it can be divided into: the current review class, new course introduction class, new knowledge understanding class, summarize the expansion class and so on.

Second, the development of micro-teaching in teaching

(a) the importance of micro-teaching in teaching

micro-teaching is in accordance with the requirements of the new curriculum standards and teaching practice, teaching video as the main carrier, reflecting the teacher in the process of classroom teaching, for a certain point of knowledge or a certain part of the teaching and learning activities carried out by a variety of teaching resources of the organic combination.

In today's society, with the popularization of the network, the word "micro" is widely used. For example: "microfilm", "WeChat", "microblogging" and so on. The word "micro" emphasizes delicate and short. Usually a piece of microblogging not more than 200 words, a microfilm will not be more than half an hour, the short hundreds of words and a few minutes to fully highlight the center of the article and film. Nowadays, the arrival of the micro era has broken the traditional teaching mode. Now the microcourse into the field of education, not only breaks through the traditional teaching students learn are "dead knowledge" teaching mode, but also conducive to the application of classroom teaching, microcourse as a teaching tool, create a teaching situation, mobilize students to learn enthusiasm, improve students' attention. In addition, microclasses are conducive to cultivating students' divergent and creative thinking, and promoting students' ability to analyze and solve problems.

(B) Micro-course on the teacher's role in promoting

Micro-courses provide convenient conditions for student learning, in addition to helping students' creative thinking ability, micro-courses are also a kind of "course" to provide teachers with learning, explaining that micro-courses can be used as a teaching tool, to play a unique way of teaching. Currently, the micro-course provider is the front-line teachers themselves, there is not much profound theory, each master of learning can be transformed into a micro-course developer through simple training, so that their own work for their peers to provide reference and inspiration. Here, everyone is not only a learner, but also a developer and creator, thus forming a learning ****same body. From the perspective of classroom teaching to explore, micro-teaching is also a kind of teaching mode loved by the majority of primary and secondary school teachers.

Not only primary and secondary school teachers use microclassroom to explore their own unique teaching methods. At present, most of the teacher training colleges and universities focus on education, lies in the cultivation of teachers with specialized qualities, in this regard micro-teaching such a new teaching tool for research, requiring teachers should have two aspects of knowledge and ability: a systematic theoretical knowledge; the second is the ability to teach proficiently.

Micro-teaching has no fixed mode, usually the teacher for a typical small problem to unfold, there is no mandatory operation process, the teaching process is from the teacher's interest, with the teacher's own teaching style, can attract the attention of students, concentration. Usually, the small problems in microclasses are embedded in teachers' educational and teaching practice, and do not emphasize the theoretical significance of the research results, in microclasses only the effect of solving practical problems. Through small research, teachers can both improve their educational and teaching work and raise their professional level. Micro-teaching is mainly to solve a certain subject knowledge point in classroom teaching. For example, the focus of teaching, difficult points, etc., or reflecting the activities of teaching and learning of a classroom teaching link, teaching theme.

The role of microclasses on teacher training is mainly reflected in the following five points:

1) Microclasses can record the growth trajectory of the teacher, the teacher can not only watch their own recorded microclasses to find their own deficiencies in teaching, but also microclasses can be uploaded to the Internet, the teacher or students point out that the teacher's deficiencies in teaching through the microclasses to continuously improve their own teaching business level. The teacher can also upload the microclasses to the Internet.

2) The form of micro-courses is novel, simple to produce, and can be used in teacher training to realize the accumulation, **** enjoyment, and exchange of educational and teaching resources in training, as well as to enhance the sense of achievement and self-confidence of teachers, and also to improve the ability of teachers to integrate information technology and subject teaching.

3) Microclasses can change teachers' passive acceptance of training content into active creation of training content, allowing teachers to visualize educational ideas and teaching skills, and facilitating teachers to learn and imitate.

4) Excellent teachers' teaching ideas and teaching experience are solidified through microcourses, which facilitates dissemination and exchange, realizes the ****sharing of quality educational resources, and promotes educational equity.

5)Excellent microclasses of excellent teachers can play a backbone, demonstration and leading role for young teachers, and inspire and guide young teachers to develop in a higher and better direction.

(C) Related cases

The following case fully embodies the role of microteaching in promoting teachers' professional development and students' learning:

Ms. Yan Shulan of Fu Cheng Au Primary School in Shenzhen is a microcourse learner and participant. Ms. Yan took over a new class last semester, and there was a very tricky student in the class: she didn't listen to discipline, didn't listen to class, and didn't do her homework. ...... Ms. Yan used a lot of her mind on this girl, and finally changed her. Later Mr. Yan asked her, "Why are you willing to listen to me now when you used to disobey other teachers?" She replied, "Because teachers don't call parents." Many teachers always assume that when a student has a problem, they need to contact the parents, and rarely or hardly ever consider the issue from the student's point of view. The student is resistant to a tell-tale phone call because the call could bring him a beating.

One parent in the education system said that her child (an outstanding student) was in a school where no teacher contacted her for a semester to say how her child was doing in school. Later, she transferred her child; another parent said he was dissatisfied with the school where his child (a middle student) was studying because the teachers never communicated with him about his child's situation; and another parent said he was scared and annoyed to receive phone calls from several teachers a day. These phenomena make Mr. Yan realize that calling parents is a learning experience: to call all the students' parents, only the number of times can be different; to grasp the "4W1H", that is, to whom to call, why to call, what to say, how to call, when to call.

So a micro-course was born.

With the disadvantages of traditional textbook research corresponds to the main features of the micro-course: fast food, four or five minutes, a study; simplification, simple language, easy to understand; pragmatic, to provide strategies to solve the problem; diversification, a wide range of perspectives, a variety of rich; focusing, a lesson a little bit, the depth of the analysis; intelligent, auto-playing, independent learning; entertaining, there are paintings and sounds, easy and happy; popularization, everyone can do, everyone can do, easy and happy; and the micro-courses, the micro-courses. Popularization, everyone can do, everyone loves to do.

Micro-courses are a combination of educational thinking and educational technology. At the beginning of the participation, teachers, as consumers, slowly learn to try to make, and once made, they think to show people. Therefore, if you want to create a micro-course that inspires people, teachers must think about their own teaching gains and losses; to make micro-courses really play its role, to show its charm, we must dig behind the phenomenon of the reasons, to find the key to solving the problem; to make micro-courses shocked the mind, it is necessary to study the laws of teaching and learning, and the study of students as well as teachers of the law of physical and mental development. Doing so is precisely a summary of their teaching experience, refining and perfecting.

Micro-courses allow teachers to ask questions, think, discover, and change from the details of their habits, change from learners to developers and creators, and enjoy growth in a simple, interesting, and fun way. Micro-courses change the framework of traditional teaching, is the students in learning to learn happy, learn smoothly, learn effectively, is teaching in teaching to get further development.

Third, micro-courses change the way teachers grow

Micro-courses are not only a tool, but also a new paradigm for teachers to grow, through the production of micro-courses, teachers continue to reflect y, constantly summarize, and grow up unknowingly. The work of teachers in the future is to further enrich the number of microcourses, expand their types, maximize the benefits of their utilization, and give full play to the results of their application. As far as teachers' teaching and research are concerned, there are three areas of application that can be expanded:

First, teachers' personal professional development. Microteaching as a teacher to provide real and unadorned classroom teaching and hypermedia environment, for the study of classroom teaching, to stimulate teachers' independent reflection, to achieve the professional development of teachers to provide an effective platform.

Secondly, school-based teaching and research based on the micro-teaching resource base. The purpose of establishing a micro-teaching resource library is to gather together the resources needed for teaching and research to form a huge learning platform that teachers can independently choose and use. Abroad, Armstrong et al. proposed a collaborative learning model based on digital video, through which experts and teachers can exchange experiences and construct knowledge, thus improving teacher specialization.

Third, cross-regional mutual supportive teaching and research. For can be used as digital informatization, through the effective transmission of the media, for the education of teachers in areas of scarcity to provide many convenient.

The content development of microteaching is a more complex systematic project, and its construction mode is generally available for individual teachers and for schools and organizations.

These are the most common types of microteaching.