In fact, the video lecture of comprehensive practical activity class is a combination of old and new. Lectures were often mentioned before and after class. Before and after class, we all talked about a lesson prepared by ourselves, but after class, we added a link, which is reflection. Therefore, most of the lectures are about a lesson that the teacher is going to attend. Generally speaking, after-class reflection can be regarded as the teacher himself from three aspects: teaching materials, teaching methods and students.
In 2008, the National Comprehensive Practice Activity Society held a meeting in Jiaozuo, Henan Province, and our Xinjiang also sent contestants to participate. Through this meeting, we brought back the current video lecture and implemented it in Xinjiang. Moreover, several disciplinary societies in the Institute of Education of the Autonomous Region, such as politics and Chinese, also tried to teach in a new video form in subsequent activities. This shows that this teaching form may prevail in all disciplines in Xinjiang in the future, so it is necessary for us to briefly look at the differences between them. First, traditional lectures? Usually before class, sometimes after class; ? Video lecture? You must say it after class.
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Second,? Traditional lectures? What is said is that the teacher introduced the activities to be carried out; ? Video lecture? What is said is the teacher's summary of the activities that have been carried out.
Third,? Traditional lectures? There is no need to have pictures, videos and other multimedia AIDS in the room; ? Video lecture? These means should be used to show the students' activity scenes.
Fourth,? Traditional lectures? Emphasize the control of students and attach importance to students' performance in activities; ? Video lecture? Emphasis on teachers' own reflection, focusing on teachers' and students' feelings about activities.
Fifth,? Traditional lectures? Ignore the description of the source of the subject matter, because all the subjects basically come from the textbook itself; ? Video lecture? The emphasis is on the elaboration of the subject source, because the subject source is often produced by students' practical activities.
Sixth,? Traditional lectures? Generally speaking, communication between peers is a means for teachers to learn from each other; ? Video lecture? But you can meet more people, and you can even introduce your experience and show the exchanges between schools.
The difference between the two is obvious.
Combined with the video lecture of the sixth seminar on comprehensive practical activities in the autonomous region, we feel that there are some problems, which are briefly listed as follows:
First, teachers don't know much about the form of video teaching, and many people make temporary adjustments.
It is stipulated in the notice that the participating teachers will present a self-organized and complete theme activity (including investigation, interview, inspection, experience, data collection, analysis, discussion, exchange, achievement display and evaluation) in the form of video speech. Pay attention to teachers' guiding strategies and the effect of students' activities. ? Because this is the first time that this kind of teaching form has appeared in the seminar, some schools have not made full preparations, and some schools have not even prepared PPT. They just recorded the students' activities as CDs, lacking a PPT as a link, and the performance effect is insufficient. Some schools think that it is enough to introduce the requirements and objectives of the activities first, and then start showing videos of students' activities, which lacks the integration of expression and activities. This is the traditional form of video class, not the requirement of our video class.
What we want to see is a complete theme activity, including students' topic selection before the activity, including the design of student activity plan, including shots or photos of scenes such as investigation, interview and investigation during the student activity. From the beginning of the topic selection to the final summary, you must be able to show it to everyone through the teacher's video lecture. Our requirement is to combine this complete activity with relevant information to form a seamless whole.
It's very interesting: some video lecture contestants from some cities have come to Changji with lecture courseware, but on the first day they saw a demonstration video lecture in Changji, they immediately went back to the hotel to adjust the lecture draft and revise it again.
Second, the activity goal is out of touch with the students' activity content.
Some of our teachers are used to empty talk, saying? Standard dialogue? What you heard is right, but it doesn't have any practical significance. Many of our experts like to say this kind of thing, which is quite right and the theory is correct, but our front-line teachers can't operate it or even understand it. What do we call this remark? Standard dialogue? ), so pursue it when setting the activity goal? Big, all-round and many? . For example, when some teachers show the activity goals in the courseware, they ask:? Enhance friendship; Establish self-confidence; Learn to learn; Learn to live; Cultivate national pride and carry forward patriotism. Enhance students' feelings of loving their hometown, at the same time put forward reasonable suggestions for hometown construction, and cultivate the idea and innovative spirit of contributing to hometown construction from an early age. ? The goal of this activity is very big and empty, and it does not target any link. To put it bluntly, do you want to change a student's life with a class activity? Do you think one class can cultivate students' values and outlook on life? This is impossible, so our teacher should not ask for it when designing the activity goal? Big, all-round and many? Yes
There are also some teachers who are very accurate in positioning the activities. For example, the activity goal of teacher Yangmei in Bayi Middle School is more practical and concise. Her topic is "Research on the Rationality of Bus Station Names". What is the targeted target? Urumqi city bus stop name census records; Summarize the importance of bus stop selection and the role of bus stop name; Classify the names of bus stops in Urumqi; Statistically unreasonable station name types; Put forward reasonable suggestions for unreasonable station name renaming; Design scheme for transforming activity resources into economic benefits? We can see that there are all the tasks and goals that students have to complete in actual operation, and there is no empty talk or big talk.
Third, there is no depth in the whole, student activities stay at the lively level, and the form of student research is monotonous.
Theme activity is the main part of our comprehensive practical activity class, which directly affects students' practical ability and comprehensively cultivates students' various qualities. We see that some activities organized by teachers are very lively, and students' activities are also very active, but they say: after the excitement, it is lonely? This is exactly what teachers in some subject classes often ridicule us: your comprehensive practice is vivid, but what's the use? Of course, we say that as long as it is a student's activity, he will certainly gain something, and his activity itself is useful. However, we also feel that the different harvest feelings of activities will have a great impact on students' interest in participating in activities.
When an activity is initiated, there must be results. The course of comprehensive practical activities attaches importance to the process of activities, but it is by no means ignoring the results. We also require activities to have results, but pay more attention to the process. There is nothing wrong with some teachers paying attention to the process in their activities, but if they do it for the sake of the process, they will become busy and lose the meaning of the activity itself. For example, some teachers organize activities to show the theme of youth, and students' interests are fully mobilized, and the activities are also very successful, but the results of the final summary stage are not clear, at least during the lecture.
Some teachers have deep activities. For example, Teacher Xie Jinghua's activities in Tacheng are very solid. It is the result of students' independent choice from the beginning of topic selection, which constantly produces new problems in the activities. Every question can be followed up and completed one by one. Even after the activity, they can organize students to return to their investigated dairy farms for feedback and follow-up, put forward methods to help them improve, and put the activity into concrete practice, so that students' awareness level and emotional value education can be gradually improved with the activity.
Fourthly, the quality of video is very important in our video lectures, and some video effects affect the level of lectures.
A big difference between video lectures and traditional lectures is that we show a complete activity process through video, so the quality of video also affects the quality of lectures to a great extent. Lin Changyuan, executive director of comprehensive practice activity club, once put forward four elements of video class. Let me explain briefly:
1, which truly reproduces the whole picture of the activity. A video lesson of a subject class is the record of a class. Sometimes two cameras are allowed to record at the same time, and then post-production, but this post-production must also maintain the integrity of a class. However, our video lecture activities last for a long time, and some activities even last for two or three months. A lot of video materials can't be fully reflected in the lecture, so can't they reflect the whole activity process? On the contrary, it requires us to present a complete process. To do this, when we make an activity plan, we should first consider what videos to keep, what videos to delete, what videos to extract and what videos to modify. To make the activity go smoothly, we should not choose all the video clips, but highlight the key points, themes and main activities. It is necessary to fully show the whole activity link: it is necessary to reflect the initiative of students in selecting topics; The formulation process of exhibition activity design; Reflect the highlights in the process of activities; It should reflect students' discussion and communication; Show students' works and achievements; It is necessary to express the reflection of teachers and students on this activity; It is necessary to show the divergence of the extension problem. To present so much content, we need to master the selection criteria when making videos, reflect the key points of activities and highlight the main activities. For example, for the theme activities based on questionnaires, we should focus on the design of questionnaires, the process of investigation and feedback exchange. Other videos can be used as the background, even this background can be shot without actual sound, but how to design the questionnaire should be discussed by students in actual sound, and on-site interviews and investigations should be carried out in actual sound. The details of feedback exchange can be decided according to the situation. In this way, the focus of our activities will be prominent and the main activities will be clear.
2. The pictures and texts are clear. A good video class needs some pictures and words. Some people like to present pictures and texts in videos, which is a personal hobby and understandable. But now that we have PPT as a platform, the effect should be better by directly combining graphics and video. In video lectures, the splicing of PPT and video must be seamless, and it is a whole splicing, not a simple patchwork. Some teachers use PPT graphics and text when introducing the background, and then put a video on it. This patchwork is very stiff. Some of our disciplines do not pay attention to the cultivation of aesthetic education, and think that it is enough to express the theme clearly. But for our comprehensive practical activity class, the education of beauty is also an important link in the cultivation of our comprehensive ability. No matter for students or teachers, we should have a concept of aesthetic education in our minds. In addition, when making the activity plan, the context of our plan itself should be clear. When we shoot according to the activity plan, we must have a script. You must have some simple directing skills and know where the focus of shooting is. Usually we invite people to shoot the camera, but we have to write the script ourselves. After the shooting, I have to participate in post-production, that is, editing. The shots and scenes we need, the key points and difficulties we need to grasp, are all done by telling technicians through our choices. So whether the context is clear or not depends on our teachers themselves. In the process of editing, we should know how to layout and plan in advance, so that the video can be attractive and truly and effectively reflect the characteristics of our activities.
3. Beautiful picture and clear sound. Whether the picture is beautiful or not is related to our teacher, but whether the sound is clear or not is a problem for technicians, but as contestants, we should also pay attention to this problem. In some videos of our competition, students answer questions in a low voice, but play the video of the activity site or play the inserted video clip in a loud voice. We can raise this point with the technicians, and we can pay attention to it and handle it well in post-production. It depends on what kind of mentality the teachers we participate in participate in this activity and what kind of working attitude they take towards their videos. As for the control of brightness when shooting pictures, whether the picture jitter is too large, the cooperation between close-range and long-range lenses and so on. They are not described in this article. This is the job of technicians, but as long as our participating teachers bring it up, they can handle it well.
4, moderate capacity, perfect packaging. In this activity, we will collect the courseware of all the teachers and lecturers, and prepare to burn a CD for everyone, but when we collect it, we notice that many people's courseware is huge G (every 1024M has 1G). Most people's video clips are in AVI format, which is very clear, but it is not necessary to play them on the computer, because this format is several times or even dozens of times that of other formats. As for the video displayed on the computer, we suggest using MPG 1, which can basically handle all computer displays. The problem of video format is mainly a matter for technicians, and we can suggest it. However, some courseware is huge because of the problem of inserting pictures into PPT files. Many people directly insert photos from digital cameras into PPT without making any changes. We know that the resolution on the computer screen doesn't need such high-definition photos at all, and it can be compressed by image processing software such as ACDsee. A picture of 4M can be compressed to several hundred KB (compressed every 1024KB 1M) without affecting the playback. Therefore, it is most appropriate to keep the courseware of a video class at 400M m m. In addition, some of our teachers do not pay attention to the packaging effect of the video, and there is no beginning and end, which of course does not affect the content of the activity, but it also shows that we have not made great efforts in aesthetic education.
Fifth, the expression of the teacher's video lecture is also very important, and the appearance, manners and clothing all have an impact on the lecture.
It's not just a video lecture. In any activity, the teacher's appearance, manners, clothing and other factors will have an impact on the activity. This is a cliche, needless to say. However, in video lectures, it is particularly important to take off the lecture notes and choose a standing posture to give lectures to the audience instead of sitting there reading. At present, the technology of page-turning pen has provided technical support for us to speak standing. This time, Tacheng adopted this technology in the conversation of the middle school group. Although unfamiliar, it also shows that they have made great efforts in this regard. Giving lectures off the script is the basic requirement, and giving lectures to the audience can enhance the attraction. It is the basic accomplishment of our comprehensive practitioners to confidently show the activities themselves. But in this middle school group, nearly half of the teachers choose to sit behind the computer, unable to see their faces at all and muttering to themselves. This kind of communication can't achieve the expected effect.
Sixth, the level of courseware made by teachers is uneven.
I don't know how many of our teachers' courseware are made by themselves, but there must be many people who don't do it by themselves, because we often find that teachers are unfamiliar with their own courseware during the course of listening to classes, and almost no middle school teacher can skillfully operate the courseware they bring. This is very telling. However, our main concern now is the quality of courseware. Therefore, we feel that the courseware of the middle school group, including the courseware of the teachers in class, has the following problems:
1, the color collocation is too gorgeous, which affects the audience's impression. Whether speaking or lecturing, the content of courseware is the first, and the form of courseware will always serve the theme. However, some of our courseware is too heavy, which affects the impression of students or listeners and ignores the main object of the class.
2. The beauty of the courseware itself is not strong. It's just a blackboard writing with poor handwriting. An important function of courseware is to replace blackboard writing, and the aesthetic feeling of courseware can represent the aesthetic feeling of teachers themselves. If your courseware is not as good as writing on the blackboard, you might as well write it directly on the blackboard.
Abuse of courseware is a common problem of our teachers. In the present teaching, it seems that as long as courseware is used, it is the representative of the new curriculum. We have mentioned this problem in many articles, and not all classes must use courseware.
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