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作为传统课堂教学的补偿性课程,“微课”教学的主要目的是服务于学生的学习。以学习为导向,在学生理解的难点处、在知识的来龙去脉处、在学生错误的发生处,选择微课资源,可以有效提高学生的学习效率。遵循认知规律,从学生的旧知到新知、生活体悟到理性思考、理论讲解到实践探索,整合优化建构微课资源,能够高效提升学生的学习品质。
As a compensatory course in traditional classroom teaching, the main purpose of teaching “micro class” is to serve students’ learning. Learning-oriented, difficult points for students to understand at the context of the ins and outs of knowledge in the wrong place where students choose micro-class resources can effectively improve the learning efficiency of students. Follow the law of cognition, from the students ’old knowledge to new knowledge, life comprehension to rational thinking, theory explanation to practice exploration, integration and optimization of construction micro-class resources, can effectively improve students’ learning quality.