How to design a "classroom" micro-course?

Whether the class is good or not, lead-in is very important. Classroom lead-in is the prelude, overture and foreshadowing of classroom teaching. Good classroom lead-in is a golden key to open the door of students' interest in learning and a wonderful classroom trip.

1. Introduction to class

A journey of a thousand miles begins with a single step; Classroom teaching begins with introduction. Classroom lead-in is a teaching activity carried out by teachers and students around the teaching content in the first few minutes of class. It is the prelude to a class, and wonderful classroom introduction can make students quickly enter the learning state and improve the effect of teaching and learning. Suhomlinski, a great educator, said: "If teachers are eager to impart knowledge immediately without trying to make students feel high and excited, then this kind of knowledge can only make people feel indifferent and bring fatigue to emotional mental work." As a key link in classroom teaching, classroom lead-in should be used flexibly and remember to copy mechanically.

2. "Classroom" micro-class

"Classroom-oriented" micro-class refers to a kind of teaching micro-video, in which teachers use various methods to introduce new course content according to the characteristics of course content and teaching needs, stimulate students' thinking, and thus arouse students' strong interest in learning new knowledge and skills.

Second, the characteristics of classroom-oriented micro-courses

1. Characteristics of "classroom-oriented" micro-courses

First, interest: interest is the best teacher. The "classroom-led" micro-class is to stimulate students' desire for learning and generate the internal driving force of learning. In the lead-in, teachers should take students' interest as the starting point, and at the same time, with the help of teachers' own charm, make the lead-in interesting and suspenseful, and give full play to the interest of the lead-in.

The second is pertinence: the "classroom-led" micro-class should not only stimulate interest, but also stimulate interest purposefully to serve the key points of teaching. Therefore, the content of classroom lead-in should be customized according to the teaching content and teaching objectives, strongly related to the teaching objectives, and appropriate lead-in methods should be selected for different disciplines; We should also consider the differences of students' psychological characteristics, knowledge and ability, and hobbies at different ages before designing the content. Targeted "classroom-oriented" micro-courses can match the teaching content and meet the actual operation needs of the classroom.

The third is effectiveness: fancy form is floating clouds, and practical effect is the key. The "classroom-oriented" micro-course pays attention to practicality and can help the teaching link play a good leading-in role in practice. Therefore, we should pay more attention to the laying of teaching difficulties in the selection of import methods and the design of micro-courses. When attracting students' attention to the teaching content, we can skillfully integrate the arrangement or introduction of teaching difficulties to ensure effective classroom teaching.

The fourth is refinement: as Jobs said, the road is simple. Classroom lead-in is not the highlight of classroom teaching. In the 40-minute classroom teaching, the link of classroom introduction should not be too long, it should be concise and clear, and it should not pretend to be the host. This feature is also in line with the essential characteristics of micro-courses, such as "short, small, precise and fierce".

2. Design the method of "classroom introduction" for micro-courses.

There are rules in teaching, but there are no fixed rules. Different teachers have different teaching methods for the same teaching content. Similarly, how to start a class also has its own import method. The following are the common methods of micro-lesson classroom introduction:

⑴ Situation lead-in: At the beginning of classroom teaching, students are exposed to specific and vivid situations related to classroom teaching content. The main feature of situational introduction method is situational. Teachers create situations through language, pictures, audio, animation, video or interaction, so that students can develop rich associations according to the situations, awaken students' emotions and experiences, and quickly enter the learning state.

⑵ Introduction of old knowledge: Teachers connect old and new knowledge by asking questions, reviewing and doing exercises, which is also called cohesion introduction. The main feature of the old knowledge introduction method is cohesion. Teachers need to sort out the old and new knowledge according to the internal correlation logic of teaching knowledge, and make clear the connection mode of students' old and new knowledge.

⑶ Question introduction: Teachers ask suspense questions to arouse students' curiosity and make the class go with the flow. Grant, an international curriculum teaching expert? Wilkins said: "Defining problems can make the organization of learning activities transcend the randomness that has always existed." The main feature of question introduction method is suspense. After throwing a valuable suspense to the students, the teacher slowly guides the students to find the answer, so that the students can follow closely step by step and keep their attention.

⑷ Experiment introduction: Introduce new knowledge through intuitive experiment teaching to stimulate students' interest and inquiry spirit. The main feature of the experimental introduction method is intuition. According to the scientific principle of teaching content, teachers show experimental phenomena, attract students and stimulate their interest and desire to explore.

5. Case introduction: Introduce common and classic cases into the classroom. Through the analysis, comparison and summary of cases, students can draw inferences from other cases. The main characteristics of this kind of classroom introduction are representativeness and mobility.

[6] Experience lead-in: Use students' existing life experience and materials for classroom lead-in to deepen students' understanding. The main feature of this classroom lead-in is * * * singing. Teachers need to find a suitable life experience that meets the needs of classroom teaching, so that students can quickly produce * * * singing.

Of course, in the process of designing "classroom-led" micro-courses, various methods can be combined to achieve the interesting, effective, targeted and refined effect of "classroom-led" micro-courses.

Third, the "classroom-oriented" five-step micro-course design

Design process of "classroom-oriented" micro-course

1. Step 1: Select the import method.

There are methods to import, but there is no definite method. Teachers should be familiar with the characteristics of various lead-in methods and use them flexibly. According to the actual teaching needs and teaching objects, teachers should choose the appropriate type of classroom lead-in for the "classroom lead-in" micro-course, so that it can be well combined with the classroom content.

2. Step 2: Conduct import design.

According to the selected import method, the "classroom import" micro-course is designed accordingly. Each import method has its own unique import routines or skills, such as scenario import that focuses on scenario creation and question import that focuses on question suspense. Teachers should think skillfully and use it skillfully, carry out careful import design, choose appropriate import materials, and combine the characteristics of different import methods to import step by step.

Step 3: Show the imported materials.

Import materials are materials to be used in the import process, including words, photos, sounds, animations, etc. In the introduction of micro-courses, this part mainly refers to the teaching micro-videos made by teachers. Wonderful introduction needs to control the rhythm, avoid procrastination, and guide while showing, but remember not to pay too much attention to introduction and ignore the teaching content.

Step 4: Guide and comment

In the process of showing "classroom-oriented" micro-lessons, teachers should prompt, guide and comment in time in micro-lessons, so as to promote students to think positively while watching micro-lessons. This is helpful for students to pay attention to the content of micro-courses; It can also stimulate students' exploration spirit and make students' attention always focus on what they want to learn.

Step 5: Introduce the teaching content.

Serving teaching objectives is the ultimate goal of classroom lead-in. The "classroom-led" micro-lesson needs to be brief, so don't drag on the endless introduction. When importing design, we should directly aim at the teaching content, so that the introduction of teaching content is logical. After entering the formal teaching, you can also review the lead-in scenario to coordinate the teaching content with the lead-in.

Four, "classroom-oriented" micro-course design five coup

1. Closely combine the teaching objectives and choose the appropriate import method.

A good beginning is half the battle. Determining the type of lead-in is the basis of "classroom-oriented" micro-course design. In the process of designing "classroom-oriented" micro-courses, different classroom-oriented methods should be adopted according to different teaching materials and teaching contents. Even the same textbook and the same teaching content can be combined with the characteristics of different import methods. Closely follow the curriculum standards and teaching materials, and combine the characteristics of disciplines, teaching contents and learners' characteristics to conceive and choose the most suitable introduction methods. As the saying goes, "learn from each other's strengths to make up for each other's shortcomings", effectively and reasonably use a variety of methods and skills to fully mobilize students' learning enthusiasm, and then combine the teaching content to carry out different lead-in designs.

For example, what were you doing when the UFO arrived in English class? ",teachers can choose micro-lessons with stories, attract students' interest with UFO stories, create an atmosphere of" If you want to know how the next time is, please listen to the next time ",and then introduce the teaching content. It should be noted that if you choose "problem introduction" or "story introduction" in the micro-class, you should take the problem or story as the main line, step by step, and keep the students' enthusiasm for learning.

2. Import should be visualized, visualized and visualized.

How to attract students in classroom lead-in? Intuitive introduction can also attract students' attention. When making "classroom-oriented" micro-lessons, we should make full use of the special functions of multimedia to present the direct impact of vision and hearing through pictures, sounds, videos and other media, so as to give students a feeling of "taking the lead" and "seeing is believing in knowledgeable person" and make them quickly transfer their excitement to the teaching content.

For example, in the mathematics micro-lesson "Knowing the Numbers of 1-20", you can choose the scene import to create the situation of how ancient hunters counted their prey and how to express the number of prey when there are more and more prey, so as to bring students into the created situation problem and make the learning content more real and vivid. Only when students are immersed in teaching can they be "imminent" and easily enter learning.

3. Connecting the preceding with the following, introducing new courses

"Reviewing the past and learning the new" is a common lead-in method in teaching. In the "classroom-oriented" micro-class, teachers can introduce new lessons based on reviewing old knowledge, connecting the preceding with the following, and transition to new knowledge, so as to avoid making students have a strange and indifferent attitude towards new knowledge.

For example, in the information technology course, teachers can choose to introduce old knowledge into micro-courses, and guide students to input new knowledge from existing knowledge "multimedia elements's insertion method". In this way, it not only helps students to consolidate old knowledge and link old knowledge with new knowledge, but also reduces the difficulties that students may encounter when learning new knowledge.

4. Interesting introduction, very attractive

Interest is the best motivation for students to learn. Teachers can start with students' interests when designing "classroom-oriented" micro-lessons. So, how can we radiate magnet-like attraction in the "classroom-oriented" micro-class? For example, using game import is a good choice. Games are students' favorite activities, and the introduction of games can fully stimulate students' curiosity, make them "move with emotion, enter the text", and then enter a new lesson.

For example, in geography class, teachers can choose the game-based micro-class, design the game of going to the garden from the shallow to the deep, and master the direction judgment methods such as "painting", "translation pointing" and "three-step" in the game. Students think, understand, digest and absorb themselves in the game, and gradually increase their interest and desire in learning in a relaxed and happy atmosphere.

5. Clever suspense, causing thinking

Dewey, an American educator, said: "The art of teaching is to make new problems difficult enough to stimulate thinking, so small as to arouse doubts from novel factors noticed by nature, so that students can get some inspiration from familiar things and produce suggestions that help solve problems." The introduction of questions is skillfully designed in micro-lessons, which runs through the whole teaching process and promotes students' ability of active guessing and independent thinking.

For example, when I talk about "I can look up the dictionary" in Chinese class, when designing a problem-oriented micro-class, the teacher first leads out the dictionary by asking riddles, and then continues to ask "There are so many words in the dictionary, how can we find the words we want to look up?" , gradually transition to the dictionary method. In the problem-oriented micro-class, teachers should pay attention to the combination with the teaching content, seize the appropriate opportunity to throw enlightening questions, create a feeling of "there is no way to recover doubts from mountains and rivers, and a bright future will emerge in another village", encourage students to seek a "bright future" and smoothly penetrate into the learning theme of this course.

Five, the application of "classroom-oriented" micro-lesson suggestions

To do a good job in micro-courses, we must make good use of them. In the application of "classroom-led" micro-courses, we should not only "guide" success, but also "enter" smoothly.

1. The success of "guidance" should be closely related to the goal.

The purpose of classroom lead-in is to stimulate students' desire to learn well. Teachers should first make clear the teaching purpose when introducing micro-lessons. The purpose is different, the emphasis is different, and the time allocation and content arrangement of the introduction link and other links are also different. If we only pay attention to the lead-in link and ignore other teaching links, it will have the opposite effect Teachers should be careful not to blindly import, have no theme and don't know what to say; Don't import for the sake of import, just pursue form; You can't import just to make students laugh. The design, development and application of "classroom-oriented" micro-course should closely focus on the teaching theme.

2. "Guidance" is successful, so timely guidance should be given.

In the application of "classroom-led" micro-course, students are guided at appropriate key points to help them enter the subsequent teaching content smoothly. For example, remind learners what to prepare and pay attention to in advance, or remind students to watch the imported video with questions, so that students can think independently and seek new knowledge.

3. "Entry" should be smooth, sharp and timely.

The class introduction needs to be short and concise, and the occupation time should be controlled within 5 minutes. The introduction should be meaningful. Irrelevant materials and resources will compete for cognitive resources in students' memory, distract students' learning attention and affect students' organization and processing of knowledge. After students watch the import video and their interest in learning is aroused, teachers should quickly import the teaching content. Grasp students' curiosity, make timely and natural transition, and satisfy students' thirst for knowledge.

4. If the "entry" is smooth, it is necessary to improvise.

For ready-made micro-courses, teachers should pay more attention to the actual changes in teaching situations. When using the "classroom-led" micro-class, pay close attention to the actual feedback in the class and make flexible adjustments according to the actual rhythm of the class and the status of teachers and students.