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自2011年广东省佛山市教育局胡铁生率先给出微课概念以来,我国微课教学实践在不断探索。微课的应用非常广泛,可以助教也可以助学。相对于传统的以黑板、电子白板为主导的课堂教学,微课有鲜明的特点。在有学习需求的时候,可以播放微课辅助课程,在ipad、智能手机等智能终端中进行反复、无限次播放,可以在一定程度上帮助学生充分利用碎片化时间进行移动学习,提高学习效率。为了提高教学效率,提升学生的自主学习能力,根据碎片化学习特点,尝试微课的制作与实践,通过不断优化,以期找到微课在高中物理教学中的最好嵌入方式。
Since Tieshi Hu, the Board of Education of Foshan City, Guangdong Province, took the lead in providing the concept of micro-class in 2011, the teaching practice of micro-class in our country is constantly exploring. The application of micro-class is very wide, you can teach assistant can also be a student. Relative to the traditional blackboard, whiteboard-led classroom teaching, micro-class has distinct characteristics. When learning needs, you can play micro-class auxiliary courses, ipad, smart phones and other intelligent terminals in the repeated, unlimited play, to a certain extent, help students make full use of fragmentation time for mobile learning, improve learning efficiency. In order to improve teaching efficiency and improve students’ autonomous learning ability, according to the characteristics of fragmented learning, try to make and practice micro-class, and through continuous optimization, in order to find the best way to micro-class in high school physics teaching.