The promotion of online course teaching design to classroom teaching reform is obvious and unquestionable. The following is my arrangement about the teaching design of online courses, welcome to refer to it!
1 online course teaching design recently participated in the forum exchange of Jiangxi teachers' network. Do you see it? Micro-course design? Competition. I've heard this term before, but I didn't really pay attention to it. There are two reasons. One is that micro-courses need video equipment and related software to make, and there were no conditions before. The other is that I don't know much about micro-courses. These days, I paid attention to it again. I watched the micro-lessons made by several teachers on Jiangxi teachers' online. Through the link guidance of netizens, I saw the notice of the national micro-lesson and teaching design competition sponsored by the Education Management Information Center of the Ministry of Education. I saw some works submitted by netizens on the special website of the contest, and I have a further understanding of the teaching design form of micro-course. I also sorted out the teaching cases designed before, chose a distinctive design and recorded several micro-lessons. Write this article to talk about the understanding of micro-courses.
First, what is a micro-course?
In foreign countries, the concept of microteaching has long existed. David Penrose of the United States launched this one-minute course in the autumn of 2008. In China, it was put forward by Hu Tiesheng of Foshan Education Bureau? Micro class? [1]. In Hu Tiesheng's view, micro class? According to the new curriculum standards and the requirements of teaching practice, teaching video is the main carrier, which reflects the organic combination of various teaching resources that teachers carry out teaching and learning activities for a certain knowledge point or teaching link in the classroom teaching process.
Li Yuping with what? Three small studies? ( ? Pay attention to small phenomena, develop small strategies and accumulate small stories? ) developed? Three-micro research? (? Micro-problems, micro-research, micro-lessons? )。 Li Yuping said that micro-lesson belongs to a multimedia learning carrier, which is composed of? Words, pictures, music? Composition, micro-class between? Text reading? With what? Film and television reading? A new way of learning among students.
News? China micro class? What about the micro-lesson contest on the website? Micro class? Project description, micro-course. Full name? Micro video course? It takes teaching video as the main presentation mode, and organically combines the teaching process and related resources around subject knowledge points, examples and exercises, difficult problems and experimental operations. Micro-lesson video is usually 5 minutes, and it is recommended not to exceed 10 minutes [5]. This view is consistent with that of Hu Tiesheng, and this paper holds this view.
Second, the characteristics of micro-courses
Hu Tiesheng summed up four main characteristics of micro-courses: prominent theme and clear direction; The resources are diverse and the situation is true; Short and pithy, easy to use; Semi-structured and easy to expand.
Micro-class, formally? Micro? , content? How are you? , the overall effect pursuit? Wonderful? . This is my overall impression of micro-courses. The micro-lesson takes 5- 10 minutes to explain and complete the teaching of a certain knowledge point. There are many ways to make micro-courses. The simplest one can be the mode of pen and paper plus mobile phone. The pen is used to explain and write pictures on paper, and the process is recorded by mobile phone. The most commonly used is the screen video of PPT explanation process, which is explained by the designer with courseware made by PPT or other design tools and recorded. Because the time limit is 5- 10 minutes, the content design and explanation should be controlled accurately and the essence of design should be displayed. Overall effect pursuit? Wonderful? , is to achieve the perfect display of design ideas, convey clear knowledge points, in a limited time and space, to achieve a relatively complete structure, accurate language, so that teachers can watch, clearly understand its design intent, understand its unique and subtle design, so that students can see, be moved by exquisite design and vivid explanation in simple terms, so as to achieve the purpose of mastering this knowledge point. The duration of micro-lessons is limited to 5- 10 minutes, which conforms to the characteristics of students' visual presence and cognitive learning and is conducive to stimulating students' enthusiasm for learning.
Math in the second grade of primary school? Translation? This part of knowledge is highly operational, and teaching AIDS (traditional nail boards or modern multimedia courseware) are often used to assist teaching. According to my own experience in using EXCEL, I designed a translation teaching case with EXCEL, and the effect is good. I have introduced it to other teachers, and they also think the design is very good, but they can't practice with me in class because they are not as skilled in operating computers as I am. Now, in the form of micro-lesson, I record it as a micro-lesson, which teachers can refer to or even directly bring to students as an explanation of this knowledge point. Students can also consolidate their knowledge by watching micro-lesson videos after class.
Micro-courses are nothing new. It is a resource form with video tutorial as one of the teaching resources. Many computer learners are familiar with video tutorials. When a software has a new version, there will be a special production team to develop and study tutorials for the new version of the software, and video tutorials are the most attractive. In order to facilitate the spread on the Internet, developers refine the course into the smallest unit of knowledge points according to the software application from entry to advanced, and even split a more complicated knowledge point into several sections. Results The teaching video of each knowledge point is only 3-5 minutes, and the more is about 10 minutes. Tutorials are placed directly on the internet and connected through the directory page. Learners learn several knowledge points at a time according to their own time conditions and learning progress. This way of learning is not like watching VCD teaching CDs in the past. It is difficult to find out the clips you want to watch from the contents of several hours. Under the influence of this teaching form, micro-courses came into being with the application of mobile media in the teaching environment.
Comparison between micro-class and classroom video recording. Classroom video is a real demonstration of teachers facing real students' classroom. The preparation time is long, and the requirements for personnel and equipment are very high. Micro-class can be understood as talking about teaching design through PPT at the teaching and research meeting, or expounding one's own unique design style. In such a speech environment, the speaker will explain his design ideas and schemes in the shortest time. Micro-class can be understood as the explanation of a specific student. This (or this group of) students may be excellent students or students with learning difficulties, so they will adjust their design when explaining, so as to truly teach students in accordance with their aptitude.
Micro-course is a brand-new application form produced by the application of emerging media to teaching. Because? How are you? It is suitable for spreading on mobile media such as mobile phones, and solves the problem that some people are impatient because of the long download process and the time-consuming watching high-quality videos.
Comparison between micro-courses and lectures. The lecture is the teacher's explanation of his own design, which is for the teacher's reference and preparation for teaching and research. Micro-courses are oriented to students, and of course they also provide valuable resources for teachers to study teaching methods. Talking about class requirements? Integrity? The lecturer will comprehensively expound the whole process of teaching design from the aspects of teaching purpose, teaching process, design intention and expected effect. Does the micro-course require subtle influence? Highlight key points, difficulties and doubts, and explain key issues in the shortest time and the most effective way. Just like the difference between a few seconds of advertising design and a half-hour special promotional film. The feature film promo can comprehensively introduce the propaganda object from a broader and deeper perspective, while the small advertising language pursues implication and significance, with novel and unique form, unforgettable effect and far-reaching artistic significance.
Third, the application prospect of micro-courses
With the development of science and technology today, making micro-courses (video courses) is no longer an advanced gadget. As mentioned above, ordinary smartphones can do it. If you don't ask too much, just install a screen recording software on an ordinary computer with ordinary headphones (this software is easy to find). When the technology is so simple that no special training is needed, and the teacher has a passion for innovation, his creative micro-course design naturally comes into being. Whether it is school-based teaching research or regional teaching research, make good use of it. Micro class? Technology can make teachers feel that creative design is promising, spread it, accumulate it, and regional teaching and research will also be by going up one flight of stairs. Foshan's regional teaching and research experience based on micro-course construction was highly praised at the first national exhibition on the application of information technology teaching in primary and secondary schools [7].
As a new teaching design mode and learning mode, micro-course can be predicted to have a good educational application prospect. For teachers, micro-lessons can be used as a new teaching and research model, which breaks through the traditional teaching and evaluation model. With the support of micro-lesson resources, teachers' electronic lesson preparation, classroom teaching and after-class reflection will be more targeted and effective. School-based teaching and research based on micro-lesson resource library will make great achievements in regional network teaching and research, and teachers will also get better professional promotion in the application of such resources.
For students, if there are sufficient micro-lesson resources, they can better meet the needs of personalized learning and realize selective learning on demand, which can not only check and fill the gaps, but also strengthen and consolidate, and is an important supplement to traditional classroom learning. I have done a courseware to explore the knowledge of year, month and day by using electronic calendar, and I have tried this course in different environments. I found that students can learn relevant knowledge through operation for highly operable teaching content, and the teacher's role is to provide students with inquiry learning materials and give some guidance, so that the research has a strong purpose. Are you online? Year, month and day? In knowledge learning, interactive learning can be well realized by using electronic calendar. In the current practice, teachers demonstrate the use of electronic calendars, make micro-lesson videos for students, and then design some forms for students to record the inquiry process. After the students fill out the form, they complete the data collection, and then according to the data? Bold guess? And then what? Be careful to verify? It is necessary to check the calendar again. Finally, teachers organize students to discuss the research process and results, draw some conclusions and generate correlation. How many days are there in leap year, average year, big month, small month and year? Declarative knowledge, etc. Besides, during the study, right? Is there a big moon and a small moon (is it the same every year, how is it stipulated)? And then what? What is the relationship between calendar and week (what day is the first day of a month)? Process knowledge is also deeply understood because of my participation in exploration.
Classroom teaching can also explore the effective use of micro-course resources to improve teaching efficiency. For example, in Moodle application, the teacher's explanation can be made into a micro-lesson for students to watch during preview, or a difficulty analysis micro-lesson can be made for students to check after class. For another example, in some experimental operation classes, in addition to classroom demonstrations, you can also insert micro-lesson videos explained by other teachers as a supplement. Especially when some demonstrations may not reach the standard state, this supplement is particularly meaningful. Not only is it true, unlike the pure virtual experiment that makes people doubt, but also its expressive force is perfect and the teaching effect is greatly enhanced.
2 network course teaching design 1. The difference between online course teaching design and classroom teaching design;
Network course: refers to the course that takes the network as the main media, presents the teaching content and implements the teaching activities. It mainly includes three parts:
1, the teaching content organized according to certain teaching objectives and teaching strategies;
2. Software tools and teaching resources to support online teaching;
3. Teaching activities under the network teaching environment.
The development trend of online courses;
1) highlights the course attributes.
Construct an environment of autonomous learning, collaborative learning and sharing teaching resources.
Emphasize the interaction between media and students, teachers and students, and students and students.
Form an atmosphere to cultivate individual creativity and cooperative learning.
2) Reflect the attribute of "network".
Online courses are presented by computers with the Internet as the media.
Emphasize the openness of the network
3) Reflect humanistic characteristics.
The teaching design of online courses should be people-oriented and pay attention to people in the teaching process.
E-learning: refers to the process in which learners use online learning resources for digital learning in the online learning environment. It contains three basic elements: networked learning environment, networked learning resources and digital learning methods.
Developing online courses is an important measure in the process of educational informatization. Guided by modern educational thought and instructional design theory, it makes full use of the advantages of information technology, and has the characteristics of resource sharing, unlimited time and space, multi-directional interaction and easy cooperation, which can well promote learners' autonomous learning.
The teaching design of online courses has really achieved the purpose of teaching students in accordance with their aptitude and developing their individuality. Students learn and improve according to their own cognitive level, and learning is completed with the active participation of students. This kind of learning makes students really gain wisdom, not just knowledge, which is incomparable to traditional teaching. The instructional design of online courses can integrate the internal knowledge systems of various disciplines. Students should first have computer knowledge, and then have interdisciplinary knowledge and ability to master various computer software, such as geometry sketchpad software. They should know how to use the software and the knowledge of mathematics, physics and other disciplines it involves, so as to arouse students' interest in vertical and horizontal disciplines and make them form the habit of long-term independent learning, which is very beneficial to the development of human resources. The instructional design of online courses can broaden students' horizons and expand their knowledge, and the number of online users increases exponentially every month.
The promotion of online course teaching design to classroom teaching reform is obvious and unquestionable. It is conducive to improving the efficiency of classroom teaching, stimulating students' interest in learning, mobilizing students' enthusiasm for learning, realizing the sharing of educational resources, achieving breakthroughs in teaching priorities and knowledge difficulties, and expanding the communication space between teachers and students. The teaching design of online courses can use the network and books to consult materials and collect teaching-related information. According to the teaching objectives, the materials are deleted, integrated and processed, so that the selected materials can be internalized into the cognitive structure of students and promote their deep thinking. According to the characteristics of teaching materials and students, we should establish the emotional excitation point, information expansion point and effective combination point of information technology and teaching, sort out our own teaching ideas and think about specific teaching methods.
Classroom teaching design: classroom teaching is a process in which teachers use teaching materials to guide students to learn independently, so teaching materials play a very important role in both teachers' teaching and students' learning. Teaching materials should be scientific, practical and operable in teaching, which fully requires teachers to grasp and understand the teaching materials thoroughly. Teachers must thoroughly study the teaching materials, grasp the key and difficult points of teaching, and set clear teaching objectives.
Nevertheless, there are some shortcomings in the teaching design of online courses, such as the auxiliary nature of online teaching methods is over-strengthened, and too many intuitive images often replace students' thinking; Too much information makes students see things in a blur, and they are superficial about the key points and difficulties of learning. The most prominent problem is the gradual lack of classroom emotion between teachers and students, and the students' dominant position in learning is not prominent enough. While highlighting the modernization of educational facilities and means, some traditional teachers' ideas and means are gradually disappearing, and the emotional communication between teachers and students is decreasing day by day, and both teachers and students have become various courseware in the classroom? Slave? This trend. Specifically, teachers' writing on the blackboard, language and other unique humanistic qualities and personality charm are relatively weakening. Teachers are busy operating courseware in class, losing their natural and unrestrained ability in normal teaching, and students' subjectivity, participation, creativity and thinking space are limited to some extent, which affects the effectiveness of classroom teaching.
2. Similarities between online course teaching design and classroom teaching design:
(1) The centralized, scattered and sporadic classroom teaching time provides time and space for the continuation of research activities, so that research activities can be carried out in an orderly manner.
(2) It involves many problems and has a large knowledge capacity, which can stimulate students' learning motivation and arouse their initiative.
(3) Classify the problems and bring the problems to be solved into the corresponding knowledge level.
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