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Anonymous users2024-02-10Micro-lessons are the general trend of current teaching, which can help us to stimulate students' interest in learning, overcome teaching difficulties, and provide after-school tutoring.
If you want to make a good teaching micro-lesson, you can use it.
At present, it is difficult to do the micro-lessons in the mathematics classroom, but there are still samples made by many masters from all over the country in this software for reference. It is very helpful for us to do our own math micro-lessons.
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Anonymous users2024-02-09Micro-classroom teaching refers to the process of recording teachers' education and teaching inside and outside the classroom with ** as the main carrier, and it is also the process of wonderful teaching and learning activities carried out around a certain knowledge point or teaching link in the micro-course.
The core component of the "micro-lesson" is classroom teaching**, and it also contains auxiliary teaching resources related to the teaching theme, such as teaching design, material vertical courseware, teaching reflection, practice tests, student feedback, teacher comments, etc., which jointly "create" a semi-structured, theme-based resource unit application "small environment" with a certain organizational relationship and presentation. Therefore, "micro-course" is different from the traditional teaching resources such as teaching examples, teaching courseware, teaching design, teaching reflection, etc., and is a new type of teaching resource that inherits and develops late imitation on the basis of it.
"Micro Lesson" has the following characteristics:
1. The teaching time is short.
2. There is less content in teaching code sales.
3. The capacity of classroom resources is small.
4. Contextualize the composition, structure, and composition of classroom resources.
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Anonymous users2024-02-08Micro-classroom teaching refers to the process of recording teachers' education and teaching inside and outside the classroom, and it is also the process of wonderful teaching and learning activities carried out around a certain knowledge point or teaching link in the micro-course.
The core component of the "micro-course" is classroom teaching**, and it also includes auxiliary teaching resources such as teaching design, material courseware, teaching reflection, practice tests, student feedback, and teacher comments related to the teaching theme, which jointly "create" a semi-structured, theme-based resource unit application "small environment" with a certain organizational relationship and presentation. Therefore, "Micro Rush Class" is a new type of teaching resource inherited and developed on the basis of the traditional teaching resources such as teaching class exceptions, teaching courseware, teaching design, and teaching reflection.
"Micro Lesson" has the following characteristics:
1. The teaching time is short.
2. There is less teaching content.
3. The capacity of classroom resources is small.
4. Contextualize the composition, structure, and composition of classroom resources.
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Anonymous users2024-02-07There is a saying: x0d x0a "micro lesson" refers to the whole process of wonderful teaching and learning activities carried out by teachers in and out of the classroom education and teaching process, and around a certain knowledge point (key and difficult doubts) or teaching links in the micro course. The core component of the "micro-lesson" is classroom teaching** (lesson examples), and it also contains auxiliary teaching resources related to the teaching theme, such as teaching design, material courseware, teaching reflection, practice tests, student feedback, and teacher comments, which jointly "create" a semi-structured, theme-based resource unit application "small environment" with a certain organizational relationship and presentation.
However, micro-courses are aimed at specific target groups and deliver specific knowledge content, and a micro-course itself still needs to be systematic, and the knowledge expressed by a group of micro-courses still needs to be comprehensive. The characteristics of the micro-lesson are: x0d x0a1
Moderator lecture. The host can appear on camera and can speak voiceover. \x0d\x0a2.
The teaching time is shorter. 5-10 minutes is appropriate, the minimum is 1-2 minutes, and the longest should not exceed 20 minutes. \x0d\x0a4.
There is less teaching content. Highlight a subject knowledge or skill point. \x0d\x0a5.
The resource capacity is small. Ideal for mobile-based mobile learning. \x0d\x0a6.
Exquisite instructional design. Complete and meticulous information-based teaching design. \x0d\x0a7.
Classic demonstration case. Real, concrete, and typical teaching and learning scenarios. \x0d\x0a8.
Self-directed learning is the mainstay. Courses for learners to learn independently are one-on-one learning. \x0d\x0a9.
It is easy and practical to make. A variety of ways and equipment production, with the purpose of practicality. \x0d\x0a10.
Supporting related materials. Micro-lessons need to be accompanied by relevant exercises, resources, and evaluation methods.
As a middle school mathematics teacher, how to correctly understand the concept of the new curriculum, establish a correct concept of middle school mathematics teaching, and how to improve the effectiveness of mathematics classroom teaching has become the primary problem to be considered and solved at present. In view of the conflict between the actual situation of mathematics teaching and the new curriculum concept, this paper clarifies the new teaching concept that should be established as a mathematics teacher, analyzes the specific teaching practice strategies, and emphasizes the correct evaluation concept and attitude methods that should be established for mathematics classroom teaching. >>>More
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First of all, it is necessary to mobilize the interest of students, interest is the best teacher, only if students like to do it, they can do it seriously. When encountering difficulties, as a teacher, you must be patient and help them, and you must not criticize them at will for not doing well, which will hit them and dampen their enthusiasm. So, start with small things and slowly develop hands-on skills, from simple to complex, and gradually transition.
1 In class, students are encouraged to apply their findings and are as familiar as possible. For example, in the case of "Functions and Images", you can do the following problem: A family goes on a trip, and travel agency A says: >>>More