Catechism, micro-teaching, flipped classroom to the classroom teaching what challenges brought

What challenges do catechism, micro-teaching, and flipped classroom bring to classroom teaching

The challenges they bring to traditional classroom teaching are in the following aspects:

1. In the traditional classroom, the richness of the teacher's teaching process is not comparable to that of catechism, micro-teaching, and flipped classroom, and their use of materials is diversified, which can be animation, pictures, sound, and video, etc.

2, The traditional classroom teacher's teaching is for the whole class, while the catechism, micro-teaching, flipped classroom can be customized to achieve personalization, to achieve a truly tailored to the student's needs;

3, the traditional teacher lectures, to a certain extent, is determined by the teacher, micro-teaching, catechism, students can choose to lecture the style of the teacher's micro-teaching of the popularity of the classroom

Catechism micro-teaching flipped classroom to the classroom what challenges brought

How to apply catechism, microteaching, flipped classroom in teaching

First you have to understand the meaning:

Explained in three steps:

First, the catechism is a platform (open learning platform) can let the educational resources of the region is not good enough to learn to the better course resources; so for the language education can be learned in all parts of the country of the quality of the language course in the prestigious schools;

Microclass: is a microcourseware, mainly in the form of small video, commonly used microclass tools are:

Microclass editing Camtasia Studio, Acoustic Studio, Premiere (editing, subtitling, dubbing, etc.)

Animation production You bud interactive movie yoya. (simple animation applications, characters, dialogues, game questions, etc.)

Audio editing: a platform (open learning platform) can make education resources more poor areas of learning; so for language education can be learned in schools around the country quality language courses. p>

Audio editing GoldWave (sound, music recording, processing, format conversion, etc.)

Subtitle tools Subtitle Wizard (quick to add new subtitles)

Video conversion Format Factory (video format conversion compression, etc.)

Second, micro-teaching For language education is also applicable, of course, for language teachers, you need to learn to create micro-teaching, and slowly do a good job;

Second, micro-teaching For language education is also applicable, of course, for language teachers, need to learn to create micro-teaching.

III. Flipped classroom: This refers to the re-adjustment of time inside and outside the classroom, transferring the decision of learning from the teacher to the students. In this mode of teaching, the valuable time inside the classroom, students can focus more on active project-based learning, *** with the research to solve the challenges of localization or globalization and other real-world problems faced by the world, so as to obtain a deeper level of understanding. Teachers no longer take up classroom time to deliver information; they can watch video lectures, listen to podcasts, read enhanced e-books, discuss with other students online, and access the materials they need at any time on the MU platform.

How to see microclassroom, catechism, flipped classroom

Whether it is microclassroom, flipped classroom, or catechism, it is just a carrier, or a concept. It may have been overheated like the TV university of that year; or it may really replace the traditional university and lead to the closure of a number of universities, but this is not the first thing that ordinary teachers should consider. As teachers on the front line of teaching, as long as it is something new that can promote teaching and learning, we should learn it in time and utilize it.

How to understand microteaching, catechism, and flipped classroom

Flipped classroom

Unlike the traditional classroom teaching mode, in the "flipped classroom teaching mode", students complete the knowledge at home, and the classroom becomes the teacher's home.

Unlike the traditional classroom teaching model, in the "flipped classroom teaching model", students complete their knowledge at home, and the classroom becomes a place for interaction between the teacher and students and between the students, including answering questions and solving puzzles, and utilizing the knowledge, so as to achieve a better education.

The use of video to implement teaching has been explored many years ago. In the 1950s, radio and television education in many countries around the world was evidence of this. Why did the exploration of the year did not bring much impact on the traditional mode of teaching, but the "flipped classroom" is doubly concerned about it? This is because the "flipped classroom" has the following distinctive features:

1. Teaching videos are short and concise

Most of the videos are only a few minutes long, and the longer ones are only ten minutes. Each video is aimed at a specific problem, has a strong focus, the query is also more convenient; video length control in the student's attention can be more focused within the time frame, in line with the characteristics of the physical and mental development of the students; released through the network video, with a pause, playback and other functions, can be self-control, is conducive to the students' independent learning.

2. Teaching information is clear

Salman Khan's teaching video has a significant feature, that is, the only thing that can be seen in the video is his hand, constantly writing some mathematical symbols, and slowly fill the entire screen. In addition to this, there is a voice-over that accompanies the writing. In Salman Khan's own words, "This way. It doesn't seem like I'm standing at a podium lecturing you, it feels intimate, like we're sitting in front of the same table, learning together and writing the content down on a piece of paper." This is where the "flipped classroom" instructional video differs from the traditional instructional video. The teacher's avatar in the video, as well as various objects in the classroom, will distract the students' attention, especially in the case of independent learning.

3. Reconstructing the Learning Process

Usually, the learning process consists of two phases: the first phase is "information transfer", which is realized through the interaction between the teacher and the learner, and between the learner and the learner; the second phase is "internalization", which is realized after the lesson. The second stage is "absorption and internalization", which is done by the learners themselves after the class. The second stage is "absorption and internalization", which is done by the learners themselves after the class. Due to the lack of support from teachers and help from peers, the "absorption and internalization" stage often makes the learners feel frustrated, and they lose the motivation and sense of achievement in learning. The "Flipped Classroom" reconstructs the learning process of learners. The "information transfer" is carried out by the learners before the class, and the teacher not only provides video, but also online tutoring; the "absorption and internalization" is accomplished through interaction in the classroom, and the teacher is able to understand the learners' learning difficulties in advance, and give them effective tutoring in the classroom, and the learners communicate with each other. The teacher can understand the students' learning difficulties in advance and give them effective counseling in the classroom, and the mutual exchanges between the students can help to promote the process of internalization of the students' knowledge absorption.

4. Review and testing is convenient

After students watch the teaching video, whether they understand the content of the study, the video immediately followed by four to five small questions, can help students to timely test and make judgments on their own learning situation. If you find that you have not answered a few questions well, you can go back and read them again and think carefully about what went wrong. Learners' answers to questions can be summarized and processed through the cloud platform in time, helping teachers understand the learning status of learners. Another advantage of teaching video is that it is easy for students to review and consolidate after a period of learning. The evaluation technology enables the teachers to get evidence-based information about the learners' learning process, which helps the teachers to understand the learners.

Microteaching

"Microteaching" refers to the whole process of recording teachers' teaching activities in and outside of the classroom around a certain knowledge point (key points) or teaching link in the process of teaching and learning, using video as the main carrier in accordance with the new curriculum standards and the requirements of teaching practice.

"Micro-teaching" refers to a short, complete teaching activity that centers on a knowledge point or a teaching link in the form of streaming media, in order to make learners learn independently to get the best results, after careful information teaching design. Its form is independent learning, the purpose is the best effect, the design is a careful informational instructional design, the form is streaming media, the content is a certain knowledge point or teaching link, the time is short, the essence is a complete teaching activity. Therefore, for the teacher, the most critical thing is to make microcourses from the perspective of the learners, not in the perspective of the teacher, to reflect the idea of learner-oriented teaching.

1. Composition of micro-teaching

The core component of "micro-teaching" is classroom teaching video (class clips), which also contains teaching design, material courseware, teaching reflections, practice tests, and feedback from learners, teachers' comments and other auxiliary teaching resources, which are organized in certain relationships and presented in a certain way***. They are organized and presented in a certain way *** with the "creation" of a semi-structured, thematic resource unit application "small environment". Therefore, the "micro-teaching" is different from the traditional single resource type teaching examples, teaching courseware, teaching design, teaching reflection and other teaching resources, but also on the basis of its inheritance and development of a new type of teaching resources.

2. Micro-teaching "ten characteristics"

Micro-teaching only one or two knowledge points, there is no complex curriculum system, there are no numerous teaching objectives and teaching objects, seemingly no systematic and comprehensive, many people call it "fragmentation". Many people call it "fragmentation". However, microclasses are aimed at a specific target group, delivering specific knowledge content, a microclass itself still needs to be systematic, and the knowledge expressed by a group of microclasses still needs to be comprehensive.

Microclasses are characterized by:

1. Moderator lecturing. The presenter can be out of the picture and out of words.

2. Streaming media playback. Can video, animation and other network-based streaming media playback.

3. Teaching time is short. 5-10 minutes is appropriate, the least 1-2 minutes, the longest should not exceed 20 minutes.

4. Less content. Highlight a subject knowledge or skill point.

5. Smaller resource capacity. Suitable for mobile learning based on mobile devices.

6. Sophisticated instructional design. Completely and carefully informed instructional design.

7. Classic demonstration cases. Real, concrete, and typical case-based teaching and learning scenarios.

8. Self-directed learning. Courses for learners to learn independently, one-on-one learning.

9. Simple and practical production. Multiple pathways and devices are created with the aim of being practical.

10. Supporting related materials. Microclasses need to be accompanied by related exercises, resources and evaluation methods.

3. Classification of micro-teaching

Classified according to classroom teaching methods:

A micro-teaching work generally corresponds to only one micro-teaching type, but can also belong to a combination of two or more micro-teaching types at the same time (such as questioning and lecturing class, cooperative inquiry class, etc.), the classification is not the only, and should be retained to a certain degree of openness. At the same time, due to the continuous development of modern education and teaching theory, teaching methods and means of continuous innovation, micro-lesson type is not set in stone, teachers need to be in the teaching practice of continuous development and improvement.

Classified according to the main aspects of classroom teaching (program):

Micro-teaching types can be divided into pre-course review class, new class into the class, knowledge comprehension class, practice and consolidation class, the conclusion of the expansion class. Other types of micro-lessons related to education and teaching are: lecture classes, classroom classes, practical classes, activities, etc.

Micro-lessons can be classified into the following categories.

Catechism

The large open online courses MOOC (massive open online courses). MOOC (massive open online courses) is a newly emerged online course development model, which originated from the old course development model of releasing resources, learning management systems, and integrating learning management systems with more open online resources.

1. Scope of the course

MOOCs are based on connectivist theory and the open pedagogy of networked learning. These programs are designed to take students from beginner to advanced levels in the same step-by-step manner as traditional university programs. The scope of the courses covers not only a wide range of scientific and technological disciplines, such as mathematics, statistics, computer science, natural sciences and engineering, but also social sciences and humanities. Catechism courses do not provide credit and do not count toward an undergraduate or graduate degree. Usually, participation in a catechism course is free. However, some Massive Open Online Programs may charge a tuition fee if the learner is attempting to obtain some sort of certification.

2. Forms of delivery

Courses are not collections, but rather a way of connecting lecturers and learners, who are distributed around the world, on a ****similar topic or theme.

Although these courses do not usually require a particular learner, all catechisms provide a general schedule in the form of weekly seminar topics, and the rest of the course is minimally structured, usually consisting of weekly lectures, seminar questions, and suggested readings, etc.

Each course is a collection of lectures, questions, and readings.

Each course has frequent quizzes, and sometimes midterm and final exams. Exams are usually graded by the participants (e.g., each paper in a course is graded by five participants in the same class, and the final score is averaged). Some learners form online study groups or face-to-face study groups with nearby learners.

3. Main features

1, large-scale: not one or two courses released by individuals: "Massive Open Online Course" (MOOC) refers to those courses released by the participants, and only if these courses are large-scale or called large-scale, it is a typical MOOC.

2. p> 2, open courses: respect the Creative Commons (CC) protocol; only if the course is open, it can become a MOOC.

3, online courses: not face-to-face courses; these course materials are distributed on the Internet. People are not limited to the location of the class. No matter where you are, you can spend the least amount of money to enjoy the first-class courses of American universities, just need a computer and Internet connection.

If you're still not sure, contact me

Catechism Flipped Classroom What's happening in the classroom in a smart classroom environment

Flipped classroom translates from "Flipped Classroom" or "Inverted Classroom" and refers to the process of reorganizing a classroom to make it more comfortable. Flipped Classroom" or "Inverted Classroom" refers to the reorganization of time in and out of the classroom, shifting the decision-making power of learning from the teacher to the students. Under this teaching model, the valuable time inside the classroom allows students to focus more on active, project-based learning*** and to work together on solving localization or globalization challenges and other real-world problems, thereby gaining a deeper understanding. Teachers no longer take up classroom time to teach information that students need to learn independently after class, watching video lectures, listening to podcasts, reading enhanced e-books, discussing with other students on the Internet, and accessing needed materials whenever they need them. Teachers are also able to spend more time with each individual. At the end of the lesson, students plan their own content, pace of learning, style, and way of presenting their knowledge, while the teacher employs didactic and collaborative methods to meet the needs of the students and enable their personalized learning, with the goal of achieving more authentic learning through practice. The flipped classroom model is part of a larger educational movement that overlaps in meaning with blended learning, inquiry-based learning, and other teaching methods and tools, all of which are designed to make learning more flexible, active, and engaging for students. In the age of the Internet, students learn rich online courses through the Internet without necessarily having to go to school to receive lectures from teachers. The Internet, especially the mobile Internet, has given rise to the "flipped classroom" mode of teaching. The "flipped classroom" is a complete reversal of the traditional print-based classroom teaching structure and teaching process, which will lead to a series of changes in the role of the teacher, the curriculum model, and the management model.

First of all, I don't know much about the "flipped classroom" model. The first thing that I did was to get the information from the Internet, and I was able to get the information from the Internet, and I was able to get the information from the Internet. I'm not sure how much I'm going to be able to do this, but I'm sure I'll be able to do it on my own," he said. Personally, I believe that the so-called flip, is the conventional pre-course preparation, lecture in class, after-class review and practice flipped to pre-course student pre-study + learning, cooperation in class Q&A + practice and consolidation of the model. In essence, it is an upgraded version of the "learning before teaching, practicing after class" teaching mode previously advocated by Yangsi Middle School in Jiangsu Province. However, under the background of the current high development of information technology and the common use of multimedia intelligent terminals, the "flipped classroom" is more vital than "learning before teaching, practicing with the class". The specific operation process is as follows: during the students' pre-study, they use mobile smart terminals to download and study the teacher's pre-recorded teaching videos, and then return to the classroom for face-to-face exchanges between teachers and students and between students and students to discuss and complete the exercises. The teacher's main job is to pre-produce and record the learning micro-video, organize students to communicate with each other in class, and test and feedback. The teacher will also give special lectures on the problems that students focus on in the test. At the same time will also be outside the micro-video need to supplement the knowledge and problems for the unified teaching. Advantage of flipped classroom: it is able to combine the advantages of passive receptive learning and active constructive learning. The advantages of passive receptive learning are: accurate, efficient and systematic, which can be realized through the teaching video. The advantages of active constructive learning are: mobilizing students' learning initiative, cultivating students' independent inquiry and problem-solving ability in complex situations, which can be realized through classroom autonomy, cooperation and inquiry. The interrelationship between teachers and students inside and outside the classroom is shown in the following diagram:

All of the above advantages and features are based on the possession of a large number of systematic micro-teaching resources. The significant features of micro-teaching are: independence, short and concise; students can learn what the teacher assigns them to learn on the smart terminal without the limitation of time and space. And the content that can't be understood can be repeated, and when you need to think, you can pause and think for a while. To maximize the benefits of course resources. Next, I'll talk about the harvest and experience of microcourse production learning.

First of all, microteaching is also a class: this is a fundamental issue that colleagues must clearly recognize. The first thing is that it is not a teaching clip, but it must be able to solve an actual teaching problem. Microteaching is divided into 11 categories, namely lecture, Q&A, inspiration, discussion, demonstration, practice, experiment, performance, independent study, cooperative study, and inquiry study. Different types of lessons have different design methods. Secondly, the basic program of micro-teaching production is generally as follows: selecting the topic, designing the course, making the instruction code, recording the micro-teaching, post-production, feedback and modification and other steps. Among them, designing the course and making the instruction code are the core steps of microcourse production. The producer must carefully analyze the content of the selected topic and determine the important and difficult points. From there, design the presentation of each section of the course, such as introduction, theme, summary, extension, and so on. And create the instruction code for recording microclasses. Third, on the microcourse production of soft and hard body requirements: first of all, the hard body configuration can be both "high" computer plus camera (head) plus the stylus plus microphone can also be ordinary wisdom cell phone. Plus the software requirements of the conventional PPT courseware class directly with the recording software and microphone on the good, if you want to do PPT with video on the CS software. Of course, the camera with Acoustic Studio software that is "high" choice. Fourth, in the microcourse recording process of language and demeanor to be dignified. Eyes should be kind and natural, try to let the video learners can feel that you are speaking to him in the knowledge, the language is accurate to the point, but also humorous and witty, so that the learners do not produce boring and tired of the mood. In the recording process in case there are some language errors or some other problems, do not need to stop and re-record, in the later editing process can be corrected in these small problems. In a word, microcourse production is a process of correctly expressing the design ideas. Design is the core, production is the means. Only the perfect combination of ideas and technology can produce a high level of micro-teaching.

Lastly, I would like to share my feelings and suggestions about this training. I personally believe that the "flipped classroom" is a product of the high degree of integration of modern information technology and modern education concepts. It is a product of the high degree of integration of modern information technology and modern education concepts, so that students' learning is no longer restricted to classroom teaching. Their learning is no longer limited by time and space. At the same time, classroom teaching in the context of "flipped classroom" also has a different meaning, from the original main battlefield of knowledge transfer into a salon for discussion, communication, cooperation and improvement. Teachers are also transformed from knowledge transmitters to knowledge preparers and organizers of student learning. There is no good or bad micro-teaching, whatever is suitable for students is a good micro-teaching. The same content for different levels of students have different design ideas and different ways of presenting knowledge, as long as we have a correct prediction and understanding of their own students, as well as targeted design and production of micro-lessons, such micro-lessons are good micro-lessons. Suggestions for schools and colleagues: Schools can provide assistance to all teachers and students in terms of hardware equipment, firstly, improve the campus network and establish a systematic micro-teaching resource base; secondly, increase the openness of the electronic reading room and the computer room based on the school's own resources in a full and effective way. Third, improve the system to correctly guide students to effectively utilize their smart phones as smart terminals for microcourse learning. My advice to all colleagues is to agree with and be familiar with the core idea and implementation mode of "flipped classroom"; make use of all kinds of means to produce and collect micro-teaching resources according to local conditions and add bricks and mortar to the establishment of micro-teaching resource base of the school. The last point I personally think is also the most difficult point: to provide students with some necessary training. To transform their learning mindset drastically. Transform passive learning into active learning. Transform from learning in class and practicing after class to learning before class and practicing in class. Let them realize that the cell phone is not only a chat QQ, play micro letter game machine is a learning machine can learn at any time.

Mu class, microclass, flipped classroom, what is the new teaching mode

Currently, "Mu class" "microclass" "flipped classroom" has become the buzzword of classroom teaching reform, and its momentum is very strong. This form of teaching originated in the United States has attracted the attention of many domestic primary and secondary schools and educational administrations

With the emergence of catechism, microteaching, and flipped classroom, what opportunities will secondary language education face? What are the challenges

Explained in three steps:

First, the catechism is a platform (open learning platform) can make the educational resources of the region is relatively bad to learn the better course resources; so for language education can learn the quality of the language courses of the famous schools around the country;

Microcourse: a microcourseware, mainly in the form of a small video, the commonly used microcourse tools are:

Microclass editing Camtasia Studio, Acoustic Studio, Premiere (editing, subtitling, dubbing, etc.)

Animation production You bud interactive movie yoya. (simple animation applications, characters, dialogues, game questions, etc.)

Audio editing GoldWave (sound, music recording, processing, format conversion, etc.)

Subtitle tool: a microcourse: mainly in the form of a small video, commonly used microclass tools are.

Subtitle Tools Subtitle Wizard (quick to add subtitles)

Video Conversion Format Factory (video format conversion, compression, etc.)

Second, micro-courses The same applies to language education, but of course, for language teachers, you need to learn to make micro-courses, and slowly do a good job of micro-courses;

Third, the flipped classroom: refers to the re-adjustment of the classroom time inside and outside of the classroom, to transfer the decision of learning from the teacher to the teacher, to the teacher, to the teacher, to the teacher. The decision to learn is transferred from the teacher to the students. In this mode of teaching, the valuable time inside the classroom, students can focus more on active project-based learning, *** with the research to solve the challenges of localization or globalization, as well as other realities of the world to face the problem, so as to obtain a deeper level of understanding. Instead of taking up classroom time to teach information, teachers can watch video lectures, listen to podcasts, read enhanced e-books, discuss with other students online, and access the materials they need at any time on the Catechism platform.