小学数学微课的设计与开发外文翻译资料

小学数学微课的设计与开发

原文作者 XXXCuibai Li, Lifang Liu

College of Elementary Education Hainan Normal University Haikou, China

摘要：随着科技的进步，微课和微视频因其简单易学而越来越受到小学的欢迎。文章介绍了微课的定义、类型及相关概念，并结合微课的实例，阐述了小学数学微课的教学设计与开发策略。

关键词：微课；翻转课堂；数学；设计策略

一、 导言

2013年以来，国内兴起了微课大赛。在中国微课网上，从小学到高中，从语文、数学、科学、政治、历史、政治、历史、音乐、艺术等各个时段，共收到师生参与的视频作品1900多部。

二、 微课的相关概念

A、 微课的概念

随着微课的发展，微课的概念成为人们讨论的焦点。其中最具代表性的是胡铁生老师，他说“微课是以教学视频为主要载体，按照新课程标准的要求和教学实践，体现了教师在课堂教学过程中或教学环节中对一个知识点和教学活动中各种教学资源的组合。

B、 微课的类型

微课作为一种新型的教学资源，其分类可归结为以下几个方面：

·根据教学方法的分类：微课可分为微教学课堂课件、课堂讨论课件、启发性微课、演示、微课、实践课件等。

·根据教学方法的类别，微课可分为课前微课、新课导入微课、理解微课知识、加强实践微课、知识开发微课。

·根据使用技术的类别：微课可分为微课PPT、录制屏幕视频、电子白板、微视频课、戏剧课。

三、 小学数学微课的设计策略

A、 教学主题的基本原则

·学科要紧紧围绕新课程大纲，围绕具体知识和教学环节构建，目标必须明确，内容必须注重实效，选题要有典型性。

·教学内容。在描述所选择的文字、符号等公式元素时，是为了达到国家标准，教学内容不能侵犯著作权，其他不能有敏感内容，同时写文章时是科学的，结构完整，逻辑清晰。

视频是一种规范，它能使视频质量好，声音有感染力。而制作视频应该选择合适的方法，时间不应超过10分钟，视频录制是为了清晰画面、声音和动画哪个应该反映教学目标。

教学活动应实现教学目标。它能够解决教学或学校中的问题，应该能够提高学生的创新能力，了解主要目标。同时，教学过程要多样化，易于理解，提高学生的学习积极性和主动性。

B、 “平行四边形面积”小学数学微课的设计

教学材料分析：平行四边形面积是五年级第一节第六章的一个版本，学生在正方形和长方形面积的基础上学习平行四边形的概念、性质和计算公式。

·微观目标：通过本课，学生了解并使用公式计算平行四边形面积，计算平行四边形面积，解决实际问题。

·教学难点：教学的重点是理解平行四边形的面积计算公式，并用正确的公式计算平行四边形的面积。

·教学过程：（1）首先，根据生活中的实际问题，展示场景图，提问（谁更像是地上的情节？如何比较这两块地的面积？）（2）新课教学活动。计算正方形，比较两块地的面积大小，填写表格（两块地面积相同），得出面积平行四边形和矩形是什么样的关系是问题的关键。（3）引导过程探究。同学们发现了两个区域相同的想象，学生交换和利用现有的研究实际动手，是通过利用平行四边形的转换和矩形面积的计算公式之间的关系，总结出平行四边形面积的公式。（4）练习和练习。让学生利用平行四边形面积计算公式来解决实例和生活中的实际问题，提高对平行四边形面积计算公式的理解。（5）总结。学生们掌握了平行四边形面积的计算方法。

四、 微课的制作策略

A、 基本方法

微课制作的方法通常有四种。

·相机 黑板或电子白板的方法：首先根据微观学科设计教案，形成教案。然后在教学过程中使用黑板，用摄像机记录整个过程。

手机 白皮书。用手机在纸笔上结合操作、书写的过程。其过程包括：首先根据微课设计教案，形成教案；然后在白纸上画笔微积分，根据教案的标注方式，进行手机同步拍摄等。最后是剪辑视频。

·PPT 屏幕录制软件PowerPoint方法：制作PowerPoint屏幕录制。该过程包括首先根据微课主题制作PPT课件。然后在电脑上安装软件Camtasia Studio，打开PPT选择合适的屏幕大小，点击录制按钮，开始录制。最后是剪辑和编辑视频。

·专业课制作软件 手写设备方法：通过“平台”微棵制作系统进行教学演示，并同步进行。过程：首先根据微课题设计教案，形成教案；然后利用微平台软件对教学对象进行各种布局，并通过制作系统同步录制：最后是后期视频处理。

B、 制作技巧

PPT的制作技巧包括几个方面。

·避免老师根据PPT的内容照本宣科。核心内容应具有启发性和悬念感，使学生对PPT的内容产生兴趣。

·PPT布局设计合理。PPT背景要选择合理的颜色。PPT内容词要大小合适，颜色要鲜艳，便于学生观看。

·PPT制作必须具有合理的动画效果。PPT更漂亮，更吸引学生的注意力。适当的动画效果可以很好的展示内容，帮助学生理解。

录音技术是合理的。（1）录音首先要选择合适的仪器。（2）录音地点要安静，防止噪音。但它不能选择空旷的地方，防止产生回声（3）讲座的声音很好。如果声音太小或太大，调整它。（4）语言的节奏不能太快或太慢。

总之，微课作为一种新型的教学资源，是对传统课堂教学的重要补充。为微课工作，不仅是掌握微课制作的方法和技巧，更重要的是教师要了解学生的内心，虽然微课是为了没有课堂，但在微课中，教师必须有一个学生的内心。因此，教师的教学技能在微课中仍然是最重要的。

附外文文献原文

The Design and Development of Mathematics MicroLecture for Elementary School

Cuibai Li

College of Elementary Education Hainan Normal University Haikou, Hainan, China 405900956@qq.com

Lifang Liu

College of Elementary Education Hainan Normal University Haikou, Hainan, China

Abstract—With the advancement of technologies, Micro- Lecture and Micro Video become more and more popular in elementary school because itrsquo;s short and easy to learn. The article introduces the definition, type and related concept of Micro- Lecture. Then, the paper describes the strategies of instructional design and development of mathematics Micro- Lecture for primary school, combining with the example of Micro-Lecture of mathematics.

Keywords—Micro-Lecture; flipped classroom; mathematics; design strategy

1. INTRODUCTION

Since 2013, Micro-Lecture competitions grow up in the domestic. In Chinas Micro-Lecture Network, there have received more than 1900 participating video works of teachers and students, ranging from elementary school to high school in all the period, including from Number of language, math, science, politics, history, politics, history, music, art and etc.

1. RELATED CONCEPTS OF MICRO-LECTURE
2. The concept of Micro-Lecture

With the development of Micro-Lecture, concept of Micro-Lecture becomes the focus of discussion. One of the most representative is Hu Tiesheng teacher who said ' Micro- Lecture is instructional video as the main carrier, in accordance with requirements of the new curriculum standard and teaching practice, reflecting the teachers for a knowledge point in the process of classroom teaching or teaching links and teaching and learning activities of combination of various teaching resources.'

1. The Type of Micro-Lecture

Micro-Lecture as a new type of teaching resources, the classification of Micro-Lecture can be attributed to the following aspects.

• • According to the classification of teaching methods: Micro-Lecture may be divided into micro teaching class courseware , class discussion courseware, inspired Micro-Lecture, presentations, Micro-Lecture, practice courseware and etc.
  • According to the categories of teaching method, Micro-Lecture may be divided into class micro lesson before class, new lesson to import Micro-Lecture, understanding knowledge of the Micro-Lecture, strengthen practice Micro-Lecture, knowledge development Micro-Lecture.
  • According to the categories of use technology: Micro- Lecture may be divided into PPT of Micro-Lecture, record the screen video , electronic whiteboard, micro video lesson of Micro-Lecture, drama class.

1. THE DESIGN STRATEGIES OF MATHEMATICS MICROLECTURE FOR ELEMENTARY SCHOOL
2. Basic Principles of Instructional Topic
   • The subject should be closely around the new curriculum syllabus, built around specific knowledge and teaching links, goals must be clear, the content must be pay attention t<!--

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     The Design and Development of Mathematics MicroLecture for Elementary School

     Cuibai Li

     College of Elementary Education Hainan Normal University Haikou, Hainan, China 405900956@qq.com

     Lifang Liu

     College of Elementary Education Hainan Normal University Haikou, Hainan, China

     Abstract—With the advancement of technologies, Micro- Lecture and Micro Video become more and more popular in elementary school because itrsquo;s short and easy to learn. The article introduces the definition, type and related concept of Micro- Lecture. Then, the paper describes the strategies of instructional design and development of mathematics Micro- Lecture for primary school, combining with the example of Micro-Lecture of mathematics.

     Keywords—Micro-Lecture; flipped classroom; mathematics; design strategy

     1. INTRODUCTION

     Since 2013, Micro-Lecture competitions grow up in the domestic. In Chinas Micro-Lecture Network, there have received more than 1900 participating video works of teachers and students, ranging from elementary school to high school in all the period, including from Number of language, math, science, politics, history, politics, history, music, art and etc.

     1. RELATED CONCEPTS OF MICRO-LECTURE
     2. The concept of Micro-Lecture

     With the development of Micro-Lecture, concept of Micro-Lecture becomes the focus of discussion. One of the most representative is Hu Tiesheng teacher who said ' Micro- Lecture is instructional video as the main carrier, in accordance with requirements of the new curriculum standard and teaching practice, reflecting the teachers for a knowledge point in the process of classroom teaching or teaching links and teaching and learning activities of combination of various teaching resources.'

     1. The Type of Micro-Lecture

     Micro-Lecture as a new type of teaching resources, the classification of Micro-Lecture can be attributed to the following aspects.

     • • According to the classification of teaching methods: Micro-Lecture may be divided into micro teaching class courseware , class discussion courseware, inspired Micro-Lecture, presentations, Micro-Lecture, practice courseware and etc.
       • According to the categories of teaching method, Micro-Lecture may be divided into class micro lesson before class, new lesson to import Micro-Lecture, understanding knowledge of the Micro-Lecture, strengthen practice Micro-Lecture, knowledge development Micro-Lecture.
       • According to the categories of use technology: Micro- Lecture may be divided into PPT of Micro-Lecture, record the screen video , electronic whiteboard, micro video lesson of Micro-Lecture, drama class.
     1. THE DESIGN STRATEGIES OF MATHEMATICS MICROLECTURE FOR ELEMENTARY SCHOOL
     2. Basic Principles of Instructional Topic
        • The subject should be closely around the new curriculum syllabus, built around specific knowledge and teaching links, goals must be clear, the content must be pay attention to actual effect, selected topic to have typicality.
        • The instructional content. When describing the chosen formula elements such as text, symbols, is to meet the national standards, The instructional content cant violate copyright, others cannot have sensitive content, at the same time when writing an article is science, the structure is complete, the logic is clear.
        • The video is specification which is making video well and infectious voice. And making video should be to choose the appropriate method, time should not be more than 10 minutes, video recording is to clear picture, sound and animation which should reflect the teaching goal.
        • Teaching activities should be to achieve the teaching goal. It can solve problems in the teaching or school, should will be able to improve the students ability of innovation, understanding the main target. At the same time, the teaching process should be diversified, easily understood to improve students learning enthusiasm and initiative.
     3. The design of Micro-Lecture of elementary school mathematics for “Area of Parallelogram”
        • Analysis of instructional material. The area of a parallelogram is one version of chapter 6 of the first quarter for fifth grade, students learn the concept of parallelogram, properties and calculation formula on the basis of the area of square and rectangular.
        • Micro goal. Through the lesson, students understand and use the formula to calculate the area of the parallelogram, formula the area of a parallelogram, solving practical problems.
        • Teaching difficult point. The important points of teaching is understanding the area of the parallelogram calculation formula and using the right formula to calculate the area of parallelogram.
        • Teaching process.(1) First of all, according to the practical problems in life, show the scene graph, ask questions (Who is kind of the plot of ground more? How to compare the size of the two plots of land?).(2) Activities of teaching new lesson. Count the squares, compare the size of the two plots of land and fill in the form of (two pieces of land area is the same).Leading to the area of the parallel quadrilateral and rectangular what kind of relationship is the key of the problem.(3) Guiding process of inquiry. Students have found two area of the same imagination, student exchanges and make use of the existing study actual hands

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