1. Khan Academy takes advantage of the convenience of network transmission and the low cost of video multiplexing. Each course film takes about ten minutes, starting from the most basic content and connecting with each other in an advanced way from easy to difficult.
2. The teacher himself does not appear in the film, but uses the electronic blackboard system. Its website has developed an exercise system to record learners' complete practice records for each question. With reference to this record, teachers can easily know which concepts learners don't understand.
3. In the traditional school curriculum, in order to keep up with the progress of the whole class, teachers only ask students to cross a certain threshold (such as passing) and continue teaching; But if you use a system similar to Khan Academy, you can try to make students understand every basic concept that will be used in the future, and then continue to teach. Students who have made similar progress can be reorganized into a class.
4. In some schools in the United States, we adopt the teaching mode of not doing homework, not watching Khan Academy movies in class, and doing exercises at school, and then teachers or students who already know teach other students what they don't understand.
Teacher Khan's teaching method is to click pens of different colors on a touch panel, draw and record at the same time, and the computer software will help him record everything he draws, and finally upload the recorded video to the Internet, and everything will be done.
6, his teaching video, there is no excellent picture, also can't see the speaker, just want to guide the audience to think a little.
Second, micro-class: a new type of educational resources
"Micro-class" refers to the whole process of wonderful teaching and learning activities carried out by teachers around a certain knowledge point (key and difficult point) or teaching link with video as the main carrier in the process of education and teaching inside and outside the classroom.
1, the composition of "micro-course"
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.
2. 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. As far as school education is concerned, micro-lessons have not only become an important educational resource for teachers and students, but also the basis for the reform of school education and teaching mode.
(5) The theme is prominent and the content is specific. A course is a theme, or a course is a thing; The problems studied come from the specific problems in the specific education and teaching practice: or life thinking, or teaching reflection, or difficult breakthrough, or prominent focus, or learning strategies, teaching methods, educational and teaching views and other specific, realistic problems that can be solved by oneself or peers.
(6) Grassroots research and interesting creation. It is precisely because of the tiny content of the course that everyone can become a developer of the course; It is precisely because the object of curriculum use is teachers and students, and the purpose of curriculum research and development is to closely link teaching content, teaching objectives and teaching methods, and it is "for teaching, in teaching and through teaching", rather than verifying and deducing theories, so it is decided that the content of curriculum research and development must be a problem that teachers are familiar with, interested in and capable of solving.
(7) The results are simplified and diversified. Because the content is specific and the theme is prominent, the research content is easy to express and the research results are easy to transform; Due to the small capacity and short time of the course, there are various forms of communication (online video, mobile phone communication, Weibo discussion).
(8) Feedback is timely and targeted. Because of the concentrated "classroom without students" activities in a short time, participants can hear others' comments on their teaching behavior in time and get feedback information. Compared with normal lectures and evaluation activities, "selling now" is immediate. Because it is a "rehearsal" in the group before class, everyone can participate together, learn from each other, help each other and improve together, which will reduce the psychological pressure of teachers to a certain extent, and will not worry about the "failure" of teaching and the "offending people" of evaluation, which will be more objective than normal class evaluation.
3. Ten characteristics of micro-courses
Micro-course only teaches one or two knowledge points, without complicated curriculum system and numerous 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. The characteristics of micro-courses are:
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. Support related materials. Micro-courses need related exercises, resources and evaluation methods.
Third, flip the classroom: the transformation of the roles of teachers and students
Flip classroom comes from "flip classroom" or "inversion"
"Classroom" refers to readjusting the time inside and outside the classroom and transferring the decision-making power of learning from the teacher to the students. In this teaching mode, students can focus more on active project-based learning and jointly solve the challenges of localization or globalization and other real-world problems, so as to gain a deeper understanding. Teachers no longer take up classroom time to teach information, and students need to complete autonomous learning after class. They can watch video lectures, listen to podcasts, read enhanced e-books, discuss with other students online, and consult the required information at any time. Teachers can also have more time to communicate with everyone. After class, students independently plan their learning content, learning rhythm, style and knowledge presentation mode, and teachers use teaching methods and collaborative methods to meet students' needs and promote students' personalized learning, with the goal of enabling students to obtain more real learning through practice. Flip-over classroom model is a part of the great education movement, which overlaps with the teaching methods and tools such as blended learning and inquiry learning in meaning, in order to make learning more flexible and active, and to make students more involved.
This is from the English "flip classroom"
The translated term "mode" is generally called "reverse classroom teaching mode". The traditional teaching mode is that teachers give lectures, assign homework and let students go home to practice. Different from the traditional classroom teaching mode, under the "flip classroom teaching mode", students complete knowledge learning at home, but the classroom is changing.
Become a place for interaction between teachers and students, including answering questions and applying knowledge, so as to achieve better educational results. The popularity of the Internet and the application of computer technology in the field of education make it feasible and realistic to flip the classroom teaching mode. Students can use high-quality educational resources through the Internet instead of simply relying on teachers to impart knowledge. However, the roles of classrooms and teachers have changed. Teachers have more responsibilities to understand students' problems and guide students to use knowledge.
Using video to implement teaching has been explored for many years. In the 1950s, the radio and television education in many countries in the world was a clear proof. Why did the exploration in those years not have much impact on the traditional teaching mode, but "flipping the classroom" has attracted much attention? This is because the "flip classroom" has the following remarkable characteristics:
First, the teaching video is short and pithy.
Whether it's salman khan's math tutorial video or Jonathan Pahlman's and Aaron sams's chemistry teaching video, the common feature is short and pithy. Most videos are only a few minutes, and longer videos are only ten minutes. Each video is aimed at a specific problem, which is highly targeted and easy to find. Video length control is within the time range that students can concentrate, which accords with the characteristics of students' physical and mental development; The video released through the network has many functions, such as pause and playback, and can be controlled by itself, which is beneficial to students' autonomous learning.
Second, the teaching information is clear and definite.
A remarkable feature of salman khan's teaching video is that the only thing that can be seen in the video is his hand, which keeps writing some mathematical symbols and slowly fills the whole screen. In addition, it is a voice-over explained by words. In salman khan's own words: "Well. I don't seem to be standing on the podium giving you a lecture. It makes people feel intimate, just like we are sitting at the same table, studying together and writing the content on a piece of paper. " This is the difference between the "flip classroom" teaching video and the traditional teaching video. The teacher's head in the video and all kinds of objects in the classroom will distract students' attention, especially when students study independently.
Third, reconstruct the learning process.
Usually, students' learning process consists of two stages: the first stage is "information transmission", which is realized through the interaction between teachers and students; The second stage is "absorption and internalization", which is completed by students themselves after class. Due to the lack of teacher's support and peer's help, the stage of "absorption and internalization" often makes students feel depressed and lose their motivation and sense of accomplishment. "Flipping the classroom" reconstructs students' learning process. "Information transmission" is carried out by students before class. Teachers not only provide videos, but also provide online tutoring. "Absorption and internalization" is accomplished through classroom interaction. Teachers can know students' learning difficulties in advance and give effective guidance in class. The mutual communication between students is more conducive to promoting the absorption and internalization of students' knowledge.
Fourth, reviewing exams is convenient and quick.
After watching the teaching video, did the students understand the learning content? The video is followed by four or five small questions, which can help students detect and judge their learning situation in time. If you find that several questions have not been answered well, students can go back and look at them again and think carefully about what went wrong. Students' answers to questions can be summarized and processed in time through the cloud platform to help teachers understand students' learning situation. Another advantage of teaching video is that it is convenient for students to review and consolidate after studying for a period of time. With the follow-up of evaluation technology, students can get empirical data in the relevant links of learning, which is beneficial for teachers to really understand students.
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