Micro-course

The term microlecture does not refer to the micro-content developed for micro-teaching, but to online learning or mobile learning using constructivist methods. For practical teaching content. "The Chronicle of Higher Education" said that these presentations, which are only about 60 seconds in length, have a specific structure and are not just simple demonstrations. Abroad, the concept of "microlecture" has long existed. It was first pioneered in the fall of 2008 by David Penrose, a senior instructional designer and online service manager at San Juan College in New Mexico, USA. of. Later, David Penrose was nicknamed "the One Minute Professor". David Penrose calls micro-courses “knowledge bursts.”

Microlearning

Microlearning is different from microcourses. Microlearning deals with relatively small learning units and short-term learning activities. Generally speaking, microlearning refers to learning in micro contexts, such as education and training. In a broader sense, microlearning can be understood as a metaphor that refers to various learning models, concepts, and processes at the micro level. [2]

Micro content

Micro content (microcontent) is mainly related to learning content. When the term microcontent was first used by Nielsen and others in 1998, it pointed to a short and concise summary form used to describe macro content, such as the topic sentence of an email, the title introduction of a web page, metadata descriptors, etc. A type of text. As the pioneers of Web 2.0 have a deeper understanding of the trend of network content composition, the term micro-content has been given new understanding and semantic characteristics. Micro content may come from an email, an online news, an instant message, a newly updated blog post, a rant on Twitter, a review of a new book on Tudou, or a new entry in Wikipedia , 7 pictures on Flickr, a video on Youtube, or even just a phone number left by a friend on Facebook...

The "Point-Improving Micro Course" is organized by a team of experts from the Century Education Research Institute of Tsing University. A "short-time and highly efficient" quality course launched by hundreds of front-line teachers from key schools. This course adopts a three-in-one teaching model of "intensive lectures on question types - teaching of methods - summary of test points": that is, starting from key common test questions, and focusing on It explains the method and process of the questions, and summarizes the key test points. It is a series of high-definition video courses that are "short (short learning time), flat (cheap), and quick (quick learning results)" that truly meet the learning characteristics of modern students.

Classified according to classroom teaching methods. According to Professor Li Bingde’s classification summary of teaching methods commonly used in primary and secondary teaching activities in my country, and to facilitate front-line teachers’ understanding of micro-class classification and the operability of practical development, the author has initially divided micro-classes into 11 categories, namely Lecture type, question and answer type, inspiration type, discussion type, demonstration type, practice type, experiment type, performance type, independent learning type, cooperative learning type, inquiry learning type (as shown in Table 1):

Table 1 Classification and application scope of micro-courses

Classification basis

Common teaching methods

Learning methods

Micro-courses

Type

Scope of application

Methods that mainly convey information through language

Lecture method

Lecture type

Applicable to teachers using oral language to impart knowledge to students (such as describing situations, describing facts, explaining concepts, demonstrating principles and clarifying rules). This is the most common and important type of micro-course in primary and secondary schools.

Conversation method

(Question and answer method)

Question and answer method

It is suitable for teachers to ask questions and requirements to students according to certain teaching requirements. Students answer, and the question-and-answer format is used to guide students to acquire or consolidate inspection knowledge.

Heuristics

Heuristics

Applicable to teachers using a variety of methods in the teaching process based on the teaching tasks and objective laws of learning and starting from the students' actual conditions. The method focuses on inspiring students' thinking, mobilizing students' learning initiative and enthusiasm, and prompting them to learn lively.

Discussion method

Discussion type

It is suitable for the whole class or group to express their opinions and views around a certain central issue under the guidance of the teacher. ***Discuss together, inspire each other, and learn from each other's collective wisdom.

Methods based on direct perception

Demonstration method

Demonstration type

It is suitable for teachers to use physical objects or Intuitive teaching aids are shown to students, or demonstrative experiments are performed, or perceptual knowledge is obtained through actual observation through modern teaching methods to illustrate and confirm the knowledge taught.

Practical training-based method

Practice method

Practice type

Suitable for students to rely on their own consciousness under the guidance of teachers Control and correction, repeatedly completing certain actions or activities to form skills, techniques or behavioral habits. It is especially suitable for instrumental subjects (such as Chinese, foreign languages, mathematics, etc.) and skill-based subjects (such as physical education, music, art, etc.).

Experimental method

Experimental type

It is suitable for students to use certain equipment and materials under the guidance of teachers to cause experiments through the operation process of controlled conditions. Certain changes in objects, obtaining new knowledge or validating knowledge from observing changes in these phenomena. Experimental micro-courses are more common in the teaching of physics, chemistry, biology, geography and natural knowledge.

Teaching method based on appreciation activities

Performance method

Performance type

Suitable for organizing students under the guidance of teachers Perform dramatic imitation performances and reproductions of teaching content to achieve the purpose of learning, communication and entertainment, promote aesthetic feelings and increase learning interest. Generally divided into two types: teacher's demonstration performance and students' self-performance.

Methods based on guided inquiry

Autonomous learning method

Autonomous learning type

Suitable for students as the main body of learning. Learning goals are achieved through students' independent analysis, exploration, practice, questioning, creation and other methods.

Cooperative Learning Method

Cooperative Learning

Collaborative Learning is a strategy that organizes students to learn in groups or teams. .

Inquiry learning method

Inquiry learning type

It is suitable for students to use scientific methods to solve problems based on their own conjectures or hypotheses on the premise of active participation. A learning method that conducts research, acquires innovative practical abilities, develops thinking, and independently constructs a knowledge system during the research process.