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编者按“微课”作为一种新的教研形式正在悄然兴起,不少教研团体陆续组织了区域性或者全国性的微课大赛,正在掀起一股“微课热”。但同时,也有不少研究者对微课持有不同的态度。为了更加全面、客观地认识微课,引导大家理性研究,我刊在2014年第8期推出“微课的课例展示与评价”征文活动。在活动的第一阶段,共收到微课课例五十余篇,经过仔细遴选,择其八例予以刊发,或可代表当下微课的几种典型形式:围绕某个具体问题的微型课,如《最短路径问题》《动点最值问题》等;课堂中的一个教学片断,如
Editor Press “micro class ” as a new form of teaching and research is quietly rising, many teaching and research groups have organized a regional or national micro-class competition, is set off a “hot microblogging.” However, at the same time, many researchers hold different attitudes toward micro classes. In order to more comprehensively and objectively understand the micro-class, to guide you rational research, I published in the eighth issue of 2014 launched “micro-class lesson display and evaluation ” essay activities. In the first phase of the activity, a total of more than 50 lessons have been received. After careful selection, eight cases are selected for publication or can represent several typical forms of current micro-lectures: miniature Class, such as “the shortest path problem”, “the most value point of moving point” and so on; a teaching piece in class, such as