What aspects of teacher development can teachers use micro-course teaching to promote?

1. The definition of micro courses\x0d\ (1) The definition and birth of micro courses\x0d\ "Micro courses" are also called "micro courses" and are usually translated as "Micro courses". "Micro-lesson", "Mini-lesson", "mini courses", "small lecture" and so on. In recent years, with the popularization of new concepts such as flipped classroom and Khan Academy, micro-classes, as an important carrier of pre-class preview in upside-down classrooms, have been highly valued by teachers and school administrators. Micro-classes have quickly become an important part of education across the country. a hot spot of concern in the world. \x0d\　We all know that in traditional teaching, the essence of a class always revolves around a certain knowledge point or a certain teaching point. The exciting and climax links are short-lived and instantaneous. Students' visual dwell time is generally only 5-8 minutes. If the time is too long, the attention will not be relieved, and it will be difficult to achieve ideal teaching results. If you change your way of thinking, only the highlights of the teaching points, difficult points, test points, doubtful points, etc. are recorded and provided to the students. The short videos of 5-8 minutes and about 50M in size are also convenient for students to download or on-demand through the Internet anytime and anywhere. It can be reused, has high utilization rate, and can better meet the personalized teaching and personalized learning needs of teachers and students. The focus of this study is how micro-classes promote the professional development of teachers. \x0d\ Regarding the birth of micro-courses, Mr. Li Yuping, deputy director of the Teaching and Research Center of Dongsheng District, Ordos City, Inner Mongolia, gave an in-depth explanation based on his personal experience. In 2001, the district where Teacher Li Yuping lived became a national-level curriculum reform experimental district. At that time, it encountered many detailed problems. For example, "the classroom is open, but discipline is difficult to manage", "I always feel that there is not enough teaching time", "conflicts always occur during cooperation" and so on. From then on, Teacher Li Yuping began to conduct research on "paying attention to small phenomena, developing small strategies, and accumulating small stories", which is also referred to as "Three Small Researches". \x0d\　The "Three Small Study" was very close to teachers' daily work and life, but later it was discovered that its effect was not good. After detailed investigation and research, it was found that the essential problem lies in school-based teaching and research. First of all, the main reason is that the school's research content is mainly "teaching design", and "three small studies" are not in its research system; secondly, the research discourse system is relatively high-level, and it is not used to "three small studies". Therefore, Teacher Li Yuping began to try to reform the teaching and research methods. For example, "behavioral research", "risk research", "happiness research", "topic research" and so on. In this process, the "Three Small Research" and the changes in teaching and research methods have made the school's research progress. But later, as the number of service recipients increased, we increasingly felt that we were unable to take care of so many people. In this context, two new topics emerge - the simplistic treatment of results and the diverse dissemination of results. "Simple" here not only means "less time spent", but also means simplifying complex content and making simple content interesting; "dissemination" here means not only facilitating learning, but also reducing information attenuation. \x0d\　Micro courses were born in this context. Its emergence marks the formation of a new research method: "micro-problems, micro-research, and micro-courses", referred to as "three micro-research". From "three small studies" to "three micro studies" is not only a change in research perspective, but also a reconstruction of a way of growth. \x0d\ (2) Concept and Development of Micro Classes \x0d\ "Micro Classes" are based on the requirements of the new curriculum standards and teaching practice, using teaching videos as the main teaching carrier, fully demonstrating the teacher's focus on the classroom teaching process. An organic combination of various teaching resources for teaching activities based on a certain knowledge point or teaching link. In recent years, micro-courses have been widely used by most primary and secondary schools, resulting in some high-quality courseware. From the perspective of teaching methods, micro courses are mainly divided into: lecture type, inspiration type, question and answer type, demonstration type, practice type, independent learning type, inquiry learning type, cooperative learning type, etc. From the perspective of teaching progress, it can be divided into: current review category, new course introduction category, new knowledge understanding category, summary and expansion category, etc.

\x0d\ 2. A brief discussion on the development of micro-classes in teaching \x0d\ (1) The importance of micro-classes in teaching \x0d\ Micro-classes are based on the requirements of new curriculum standards and teaching practices, with teaching videos as the main carrier , an organic combination of various teaching resources that reflects the teaching and learning activities carried out by teachers for a certain knowledge point or a certain teaching link during the classroom teaching process [1]. \x0d\ In today's society, with the popularity of the Internet, the word "micro" is widely used. For example: "micro-movie", "WeChat", "Weibo", etc. "Micro" emphasizes delicacy and shortness. Usually a microblog does not exceed 200 words, and a micro movie does not exceed half an hour. These few hundred words and a few minutes fully highlight the core of the article and movie. Nowadays, the arrival of the micro era has broken the traditional teaching model. Now incorporating micro-classes into the field of education not only breaks through the teaching model in which all students learn is "dead knowledge" in traditional teaching, but is also conducive to the application of classroom teaching. Micro-classes are used as a teaching method to create teaching situations. Mobilize students' enthusiasm for learning and improve students' attention. In addition, micro-courses are conducive to cultivating students' divergent thinking and creative thinking, and promoting students' ability to analyze and solve problems. \x0d\　(2) The promotion effect of micro courses on teachers\x0d\ , explaining that micro-classes, a teaching tool, can be used to develop unique teaching methods. Currently, the providers of micro-courses are front-line teachers themselves. There are not many advanced theories here. Each learning master can transform into a developer of micro-courses through simple training, so that his or her works can provide reference and inspiration for peers. Here, everyone is not only a learner, but also a developer and creator, thus forming a learning community. From the perspective of classroom teaching, micro-classes are also a teaching model that is deeply loved by primary and secondary school teachers. \x0d\ It’s not just front-line teachers in primary and secondary schools who use micro-classrooms to explore their own unique teaching methods. At present, the educational focus of most normal colleges and universities is to cultivate teachers with professional qualities. In this regard, the research on micro-lectures, a new teaching tool, requires teachers to have two aspects of knowledge and abilities: First, systematic theory knowledge; the second is skilled teaching ability [2]. \x0d\　Micro lessons have no fixed model. Teachers usually focus on a typical small problem. There is no mandatory operation process. The teaching process is based on the teacher's interest and has the teacher's own teaching style, which can attract students' attention and Concentration. Usually, the small problems in micro-classes are embedded in the practice of teacher education and teaching, and the theoretical significance of the research results is not emphasized. In micro-classes, only the effect of solving practical problems is emphasized. Through small research, teachers can not only improve their education and teaching work, but also improve their professional standards. Micro-courses mainly solve certain subject knowledge points in classroom teaching. For example: the key points and difficulties of teaching, etc., or teaching and learning activities that reflect a certain teaching link or teaching theme in the classroom [3]. \x0d\ This paper conducts an in-depth study of the role of micro-classes in teacher training, which is mainly reflected in the following five points: \x0d\ If there are deficiencies in teaching, micro-lessons can also be uploaded to the Internet. Teachers or students can point out the deficiencies in teaching by watching micro-lessons, continuously improve their teaching professional level, and promote the personal professional development of teachers. \x0d\　2) Micro-lectures are novel in form and simple to produce. When used in teacher training, they can not only realize the accumulation, sharing and exchange of educational and teaching resources in training, but also enhance teachers’ sense of accomplishment and self-confidence. They can also Improve teachers’ ability to integrate information technology with subject teaching. \x0d\　3) Micro-courses can change teachers’ passive acceptance of training content into active creation of training content, allowing teachers to intuitively understand educational ideas and teaching skills, making it easier for teachers to learn from and imitate. \x0d\　4) The teaching ideas and teaching experience of outstanding teachers are solidified through micro-classes, which facilitates dissemination and communication, realizes the full sharing of high-quality educational resources, and promotes educational equity. \x0d\ 5) Excellent micro-lessons by outstanding teachers can serve as backbone, demonstration and guidance for young teachers, motivating and guiding young teachers to develop in higher and better directions.

(3) Related cases participants. Teacher Yan took over a new class last semester. There was a very troublesome student in the class: she didn't listen to discipline, didn't listen to classes, and didn't do homework... Teacher Yan put a lot of thought into this girl and finally changed her. Later, Teacher Yan asked her: "Why didn't you listen to other teachers before, but now you are willing to listen to me?" She replied: "Because teachers don't call parents." Many teachers always think that if students have problems, they have to contact parents. There is little or no consideration of this issue from the student perspective. Students are very resistant to complaint-style phone calls, because once the phone call is made, they may be beaten and scolded. \x0d\　A parent in the education system said that her child (an outstanding student) was studying in a school, and no teacher contacted her for a semester to talk about the child's school situation. Later, she transferred her child away; another parent said that he was very dissatisfied with the school where his child (a middle-school student) attended because the teacher never communicated with him about his child's situation; another parent said that he picked up the child's school one day. I received phone calls from several teachers, which was very scary and annoying. These phenomena made Teacher Yan realize that calling parents is a skill: to call the parents of all students, but the number of times may be different; to grasp "4W1H", that is, who to call, why to call, what to say, and how to call. Fight, when to fight. \x0d\　So a micro course was born. \x0d\ Corresponding to the shortcomings of traditional teaching and scientific research, the main characteristics of micro courses are: fast food, four or five minutes, one-time learning; simplification, concise language, easy to understand; practical, providing strategies, solving problems; diversification, It has a wide range of perspectives and rich types; it is focused, with one lesson at a time, and deep analysis; it is intelligent, with automatic playback, and independent learning; it is entertaining, with pictures and sounds, making it easy and happy; it is popularized, so that everyone can do it and everyone loves to do it. \x0d\　Micro courses are a combination of educational and teaching thinking and educational technology. At the beginning of the participation, teachers, as consumers, slowly learned to try to make things. Once they were made, they wanted to show them to others. Therefore, if you want to create micro-courses that inspire people, teachers must think about their own teaching gains and losses; to make micro-courses truly play their role and show their charm, they must dig out the reasons behind the phenomenon and find the key to solving the problem; To make micro-courses shocking to the soul, we must study the laws of education and teaching, and the laws of physical and mental development of students and teachers. Doing so is precisely a summary, refinement and improvement of one's own teaching practice experience. \x0d\　Micro courses allow teachers to question, think, discover, and change from the details of their habits, transforming from learners into developers and creators, and enjoying growth in simplicity, fun, and fun. Micro-classes have changed the framework of traditional teaching, making students happy, smooth and effective in learning, and further developing teaching in teaching. \x0d\ 3. Micro-courses change the way teachers grow\x0d\ Micro-courses are not only a tool, but also a new paradigm for teacher growth. By making micro-courses, teachers continue to reflect deeply, summarize and summarize, and learn without knowing it. Grow unconsciously. In the future, teachers’ work is to further enrich the number of micro-courses, expand their types, maximize their utilization efficiency, and give full play to their application results. As far as teachers' teaching and teaching research are concerned, the scalable application approaches have the following three aspects:\x0d\　First, teachers' personal professional development. Micro-classes provide teachers with real and unmodified classroom teaching and hypermedia environments, and provide an effective platform for studying classroom teaching, stimulating teachers' independent reflection, and realizing teachers' professional development. \x0d\　The second is school-based teaching and research based on the micro-course resource library. The purpose of establishing a micro-course resource library is to bring together the resources needed for teaching and research to form a huge learning platform. Teachers can choose and use these learning platforms independently. Abroad, Armstrong et al. proposed a collaborative learning model based on digital videos. Experts and teachers can exchange experiences and construct knowledge through these videos, thereby improving teachers' professional level. \x0d\　The third is cross-regional mutual aid teaching and research. It can be used as digital informatization and effective transmission through media to provide many conveniences for teachers in areas where education is scarce. \x0d\ The content development of micro-courses is a relatively complex systematic project, and its construction model is generally oriented to individual teachers and oriented to schools and institutions [4].