What are normal recording and broadcasting, high-quality recording and broadcasting, massive open online courses, micro-courses and flip courses? What is the difference? What is the application occasi

What are normal recording and broadcasting, high-quality recording and broadcasting, massive open online courses, micro-courses and flip courses? What is the difference? What is the application occasion? First, flip the classroom.

The traditional teaching mode is that teachers give lectures in class, assign homework and let students go home to practice. Different from the traditional classroom teaching mode, under the "flip classroom teaching mode", students learn knowledge at home, and the classroom becomes a place for interaction between teachers and students, including answering questions and applying knowledge, so as to achieve better educational results.

Using video to implement teaching has been explored many years ago. 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 have little influence 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 of all, 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 same 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. The video duration is controlled within the time range that students can concentrate, which conforms to 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. This 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 image of the teacher's head in the video and all kinds of objects in the classroom will distract students' attention, especially in the case of students' autonomous learning.

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 and between 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? Four or five small questions behind the video can help students find and judge their learning situation in time. If you find that several questions have not been answered well, students can look back and think carefully about what went wrong. Students' answers to questions can be summarized and processed through the cloud platform in time 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.

Second, micro-courses.

"Micro-class" refers to the whole process of wonderful teaching and learning activities with video as the main carrier around a certain knowledge point (key and difficult point) or teaching link in the process of education and teaching inside and outside the classroom.

"Micro-course" refers to a short and complete teaching activity that is carefully designed and displayed in the form of streaming media around a certain knowledge point or teaching link in order to obtain the best effect of learners' autonomous learning. Its form is autonomous learning, the purpose is the best effect, the design is meticulous information teaching design, the form is streaming media, the content is a certain knowledge point or teaching link, the time is short, and the essence is a complete teaching activity. Therefore, for teachers, the most important thing is to make micro-lessons from the perspective of students rather than teachers, and to embody the student-oriented teaching thought.

The fourth lesson "micro"

1. Micro-course "Not humble". Although the micro-course is short and not as grand as the general course, it is of great significance and obvious effect, and it is a very important teaching resource.

2. The micro course is "not small". Although the micro-course is short, its knowledge connotation and teaching significance are great. Sometimes a short micro lesson is more useful than dozens of lessons.

3. Micro-courses are "slow and slow". Micro-courses are based on the principle of small steps and quick running. Explaining one or two knowledge points in a micro-course seems to be slow, but it is progressing steadily and the actual effect is not slow.

4. Micro-courses are "effective but not thin". Micro-courses have the function of many a mickle makes a mickle. Through constant micro-knowledge and micro-learning, we can achieve great truth and great wisdom.

Composition of micro-curriculum

The core content of "micro-lesson" is classroom teaching video (lesson example fragment), which also includes teaching design, material courseware, teaching reflection, practice test, student feedback, teacher comments and other auxiliary teaching resources related to the teaching theme. Together, they * * * create a semi-structured and thematic resource unit application "microenvironment" with certain organizational relationship and presentation mode. 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 its basis.

Main characteristics of micro-curriculum

1. Short teaching time: Teaching video is the core content of micro-course. 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 a teaching and learning activity that highlights the teaching of a certain subject (such as the key points, difficulties and doubts in teaching) or reflects a certain teaching link and teaching theme in class. It is more complicated and varied 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 smoothly observe lesson plans and view lesson plans, courseware and other auxiliary resources online; 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": resources are easy 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 subject experts' comments and other related teaching resources, forming a "theme unit resource package" with distinctive themes, diverse types and compact structure, and creating a real "micro-teaching 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 not only become an important educational resource for teachers and students, but also form the basis for the reform of school education and teaching mode.

5. The theme is prominent and the content is specific. A class is a theme, or a class is one thing; The problems studied come from the specific problems in the specific practice of education and teaching: either life thinking, teaching reflection, or difficult breakthrough, or prominent focus, or specific and real problems such as learning strategies, teaching methods, educational and teaching viewpoints that can be solved by yourself or your 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 research and development content must be a problem that teachers are familiar with, interested in and able to solve.

7. Simplify and diversify the dissemination of results. Because of the specific content and prominent theme, the research content is easy to express and the research results are easy to transform; Because the course capacity is small and the time is short, there are various forms of communication (online video, mobile phone communication, Weibo discussion).

8. Feedback is timely and targeted. Because the "no-student class" activities are concentrated in a short time, participants can hear others' comments on their teaching behavior in time and get feedback information. Compared with normal classroom attendance and evaluation activities, "immediate sales" is immediate. Because it is a "rehearsal" in the group before class, everyone participates, learns from each other, helps each other and improves together, which reduces 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 evaluation.

"Ten Characteristics" of Micro-course

Micro-courses only teach 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 provide specific knowledge content for specific target groups. A micro course itself still needs to be systematic, and the knowledge expressed by a group of micro courses still needs to 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. Streaming media playability. Can play video, animation and other network-based streaming media.

3. The teaching time is short. 5- 10 minutes is appropriate, with the shortest 1-2 minutes and the longest 20 minutes.

4. The teaching content is less. Highlight the knowledge points or skills of a subject.

5. The resource capacity is very small. It is 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 teaching scenes.

8. Self-study is the main task. The course for learners to learn independently is one-on-one learning.

9. The production is simple and practical. A variety of ways and equipment production, for practical purposes.

10. Support related materials. Micro-courses need related exercises, resources and evaluation methods.

Classification of micro-courses

1, classified by classroom teaching methods.

A micro-course work generally only corresponds to a certain micro-course type, but it can also belong to the combination of two or more micro-course types (such as questioning and teaching, cooperative inquiry, etc.). ), and its classification is not unique, so it should remain open to some extent. At the same time, due to the continuous development of modern education and teaching theory and the continuous innovation of teaching methods and means, the types of micro-courses are not static, and teachers need to constantly develop and improve in teaching practice.

2, according to the main link of classroom teaching (process) to classify.

The types of micro-lessons can be divided into pre-class review, new lesson introduction, knowledge understanding, practice consolidation and summary expansion. Other types of micro-courses related to education and teaching include: lecture class, class meeting class, practice class, activity class, etc.

Development of Regional Micro-curriculum Resources

1. content planning

The regional education administrative department should first make overall planning for the content of micro-course construction, determine the construction scheme and process, form the construction norms and system, and avoid repeated disorderly development. An important task of content planning is to organize teaching and research personnel and experts in front-line disciplines to determine the pedigree of knowledge points in various disciplines and grades according to the new curriculum standards and textbooks used in the region, and publish them uniformly after soliciting opinions for targeted selection and development by schools and teachers.

2. Platform construction

Micro-curriculum platform is the foundation of the construction, enjoyment and application of regional micro-curriculum resources, which must be developed by regional education administrative departments. The function of the platform should meet the daily "construction and management" of micro-course resources, and add functional modules that are convenient for users to "apply and learn". Form a "one-stop" service environment for micro-course construction, management, application and research.

3. Micro-course development

Micro-course content development is a complex system engineering. Its construction mode generally includes "collection and evaluation" (for teachers) and "project development" (for schools and institutions). Generally speaking, the construction of regional micro-course resources should go through publicity, technical training, topic design, lesson shooting, post-processing, online submission, review and release, evaluation and feedback to ensure its quality.

4. Communication applications

Communication and application is the ultimate goal of micro-course construction. Recommend excellent award-winning micro-courses to teachers and students through centralized display, expert review and * * * sharing and communication; Regularly organize teachers to carry out activities such as observation, study, class evaluation, reflection and discussion based on the regional "micro-curriculum library", and promote the formation of a new model of school-based research and regional online teaching and research based on micro-curriculum.

In the era of web2.0, with the rapid development of information and communication technology, micro-courses will have a very broad educational application prospect like many social tools (such as blog, Weibo, Facebook, Youku, Tudou, etc.). ) widely used at present. For teachers, micro-lessons will innovate the traditional teaching and research methods, break through the traditional teaching and evaluation mode, and the resource application of teachers' electronic lesson preparation, classroom teaching and after-class reflection will be more targeted and effective. School-based research and regional network teaching and research based on micro-lesson resource database will make great achievements and become one of the important ways for teachers' professional growth. For students, micro-lessons can better meet students' personalized and selective learning of knowledge points in different disciplines, which can not only check and fill gaps, but also strengthen and consolidate knowledge. It is an important supplement and expanding resource for traditional classroom learning. Especially with the popularity of handheld mobile digital products and wireless networks, mobile learning, distance learning, online learning and ubiquitous learning based on micro-courses will become more and more popular, and micro-courses will surely become a new teaching mode and learning method. It is also a platform for students to study independently and carry out inquiry learning.

Third, open online courses on a large scale

Large-scale online open courses: large-scale open online courses. It is a new online curriculum development model, which originated from the old curriculum development model of publishing resources, learning management system and integrating learning management system with more open network resources.

Introduction to large-scale open online courses

The so-called "Massive open online course" (massive open online course), as the name implies, "M" stands for massive. Unlike traditional courses with only dozens or hundreds of students, a MOOCs course has tens of thousands of students, up to 654.38+0.6 million; The second letter "O" stands for openness and interest-oriented. Anyone who wants to study can come in and study, regardless of nationality, and only need an email address to register and participate. The third letter "O" stands for Online, where learning is conducted without travel and time and space restrictions; The fourth letter "c" stands for course, which means course.

Large-scale open online course is a new online course development mode, which originated from the old course development mode of publishing resources, learning management system and integrating learning management system with more open online resources. Generally speaking, massive open online course is a large-scale online open course, which is distributed by individuals with sharing and collaboration spirit on the Internet to enhance knowledge dissemination.

The storm caused by this large-scale online course began in the autumn of 20 1 1, which was hailed as "the biggest educational innovation since the invention of printing" and showed the dawn of "future education". 20 12 is called "the first year of large-scale open online courses" by The New York Times. [2] Some suppliers specializing in providing large-scale open online course platforms are competing with each other, among which Coursera, edX and Udacity are the most influential "Big Three", and the first two have entered China.

Course scope

The theoretical basis of large-scale open online courses is connectionism and open teaching method of online learning. Like traditional university courses, these courses gradually make students grow from beginners to advanced talents. The course covers not only a wide range of scientific and technical disciplines, such as mathematics, statistics, computer science, natural science and engineering, but also social science and humanities. Large-scale open online courses do not provide credits and are not included in undergraduate or graduate degrees. Usually, studying in a large number of open online courses is free. However, some large-scale online open courses may charge some tuition fees if learners try to obtain some kind of certification.

Teaching form

Courses are not a collection, but a way to connect lecturers and learners distributed all over the world through a topic or theme.

Although these courses usually have no special requirements for learners, all the massive open online courses will provide a rough schedule in the form of weekly discussion topics, and the rest of the courses have the smallest structure, usually including weekly lectures, discussion questions, reading suggestions and so on.