论文部分内容阅读
微课以其主题突出、内容具体、针对性强、成果简化、传播方式多样化等特点,吸引广大一线教师进行研究与应用。它实际上就是课堂教学视频(课例片段),一般为5—8 min,最长不宜超过10 min。微课采用视频形态多样,通常涵盖微电影、纪录短片、DV短片、视频剪辑短片等,有助于促进学习者深层次的认知过程。在新课程改革推进的现阶段,利用微课辅助教学,创新物理学科教学新模式,提升物理教学实效,是贫困地区农村学校教育改革亟待解决的问题。本文以“传感器及其工作原理”为例,探索在课堂教学中使用微课。一、掌握学情,为微课设计奠定基础在常规的教学设计中,多数教师只考虑三维目
The micro-lecture has attracted many front-line teachers for its research and application due to its prominent themes, specific content, strong pertinence, simplified results and diversified modes of communication. It is actually a classroom video (lesson clips), usually 5-8 min, the longest should not exceed 10 min. Micro-video uses a variety of forms, usually covering micro-movies, documentaries, DV clips, video clips and so on, helping to promote learners’ deep cognitive process. At the present stage of promoting the reform of the new curriculum, it is an urgent problem to be solved in the reform of rural school education in poor areas through the use of micro-class teaching, innovation of new teaching mode of physics and improvement of the effectiveness of physics teaching. In this paper, “sensor and its working principle ” as an example, to explore the use of micro-class in classroom teaching. First, grasp the academic situation, lay the foundation for the micro-class design In conventional instructional design, most teachers only consider the three-dimensional head