# 用微课来提高计算机能力

现在我国目前有许多的学生因为成绩不是很理想，没有办法在高考这条独木桥上取到一定的优势，他们很多人都不得不选择一些中职技术学校。随着高中毕业生越来越多，与之对应的中职学校里面的学生也越来越多了，在这种情况下，这些中职学校也办的越来越好的，许多的任何教师的课程也是在逐渐的提升中，这其中就有了计算机这一门课程。

At present, there are many students in our country because of their achievement is not very ideal, there is no way to take a certain advantage on this single wooden bridge of the college entrance examination. Many of them have to choose some secondary vocational and technical schools. With more and more senior high school graduates, there are more and more students in secondary vocational schools. In this case, these secondary vocational schools are also getting better and better, and many teachers' courses are also in the gradual promotion, which has the computer course.

Under the continuous development of science and technology, China has entered an era of information technology. In this life, digital products have spread all over the living and working places. As a basic course, computers should be paid more attention to and explore a method of computer teaching actively. It is very meaningful for improving teaching quality. As a new teaching method, micro lesson can see this good advantage from the computer teaching.

Micro class is a teaching course composed of different and subdivided modules under the condition of multimedia teaching in schools. There are no inherent restrictions on students' learning time in the micro class. In general, students are taught by video teaching. The use of micro - class teaching can not only help students learn, but also improve the students' ability to operate the computer. It can also stimulate the enthusiasm and interest of the students to learn computer. Especially in the case of students' tired psychology and rebellious psychology, micro class teaching has played an important role in the computer teaching of secondary vocational school.

The present situation of the teaching of computer courses in Secondary Vocational Schools

Students in secondary vocational schools are generally not ideal students in junior high school stage, of which some students' learning habits are not good, basic knowledge is not solid, computer foundation is poor, they do not love learning, and they are tired of learning. And from the general situation of our country, there are more students in secondary vocational schools, less teachers, poor learning environment and atmosphere, less class setting, but more students in each class, and the students' computer base is poor. Therefore, in the daily computer teaching process, a teacher can not take into account the whole class of students, especially poor students under the computer basic situation, will become students' learning efficiency is extremely low, the quality of learning is also very low, if things go on like this, the students' learning enthusiasm and interest will hit.

Two, the main advantages of micro class in secondary vocational computer teaching.

First, the teaching time is short and the content is streamlined

In most schools in China, the teaching time of a class is generally 45 minutes. In these 45 minutes, there is little time for students to concentrate on their studies. It takes about 8 minutes to teach a micro lesson, and it doesn't have to be arranged in the learning time. Students can learn at any time. Teachers streamline the teaching content, subdivide each knowledge point, use multimedia video to show students, students learn effortlessly, and easier to master knowledge points.

(two) less capacity and easy to use

Now most secondary vocational schools have realized the whole network coverage, and students also have their own mobile phones and notebook computers. The teaching resources in the teaching of micro class are usually short video, and the capacity space occupies is small. Students can download them to the mobile phone and watch and learn whenever and wherever they are.

(three) strong pertinence and prominent theme

There are many drawbacks in the teaching of traditional computer courses, especially in the selection of teaching materials. The contents of many teaching materials are too superficial, the structure is unreasonable, the content is more, more systematic knowledge, and it is necessary to learn from the past to the later. But using the micro class teaching, we can divide the knowledge points into one independent module. Students can learn a knowledge point in one knowledge point and control the learning depth of each knowledge point.

(four) little difficulty and high interest in design

In the traditional computer teaching process, teachers should teach a whole textbook. Students' learning of computers is seriously influenced by teachers' teaching progress and depth. However, micro teaching can avoid this drawback. Every teacher can teach some videos that he is good at. The teaching design of the computer can be decided by the teachers' joint discussion. The difficulty of the curriculum design will be greatly reduced, and the interest will be greatly enhanced, which can stimulate the interest and enthusiasm of the students.

Three, improve the efficiency of computer teaching in secondary vocational schools by using micro lessons.

(1) improve the quality of the production of the micro lesson, and strengthen students' pre class preparation.

We must pay attention to the quality of the micro class video in the process of teaching. Teachers should systematically prepare lessons for key and difficult points in advance, and put forward key points and difficulties for students to prepare. Different curriculum design videos are made for students' different learning abilities; the curriculum design based on the knowledge points of interest of the students can greatly stimulate the students' interest in learning. Students can have a simple understanding of the overall knowledge framework through the pre class preview of the micro class, and there is a whole analysis and study idea in the mind. In this way, teachers can improve teaching efficiency when conducting micro teaching. Therefore, improving the quality of the production of micro lesson video courses is conducive to improving the efficiency of students' computer courses.

(two) using micro lessons scientifically to improve classroom teaching efficiency

Even with the use of micro class videos, computer teachers still play a very important role in teaching. How to divide the courses, how to divide knowledge points, and how to arrange the teaching sequence of courses all need computer teachers to make reasonable arrangements. Teachers use micro lesson to design teaching content, help students break through key and difficult points, and display dull knowledge points simply and vividly.

Four, common problems of multimedia technology in economics teaching.

(1) the electronic teaching materials copy the traditional teaching materials, the lack of new multimedia technology can easily realize the production of electronic teaching cases or teaching materials, which is of great benefit to the teacher's lesson preparation.

But the author finds that, as the economics major is a highly specialized course, it often covers a large number of data, forms and formulas, especially those professional diagrams have a certain degree of difficulty for some teachers in the process of making electronic teaching cases.

Therefore, in order to save time for lesson preparation, some teachers copy the teaching materials in the traditional teaching process directly. This kind of "change the face" is no doubt to change the soup. Although the multimedia technology can show them in front of the students in the form of a large screen, the content is the same. Textbooks are almost the same, so it is easy to frustrate students' enthusiasm for learning.

Too dense charts make students dazzled and confused, not conducive to students' knowledge of the system.

It is precisely because of the unreasonable use of multimedia technology that multimedia teaching advantages are difficult to play and affect the teaching efficiency.

(two) relying too much on multimedia technology, some teachers can master the multimedia technology skillfully, and use multimedia Internet technology fully in practical teaching, but teachers often have the effect of excessive pursuit of multimedia in making teaching classes to improve the classroom atmosphere. Fruit, including sound and animation, and special effects of words, can improve students' interest in learning, but the teacher ignores that the too fancy courseware often results in counterproductive consequences.

Although the atmosphere of the classroom is very warm in the course of the whole course of teaching, few students actually put their mind on the study of professional knowledge. Most of them are attracted by these exquisite courseware and attracted by the special effects of multimedia technology. The beauty of the courseware will also become "useless".

In addition, the excessive dependence of teachers on multimedia technology can also lead to a decline in the teaching level of teachers. It also affects the ability of control and management in the classroom, which will eventually lead to the teaching of teachers as a tragedy of multimedia demonstration. Students can not only learn the real professional knowledge, but are also infatuated with the multimedia Internet. Technology can not extricate itself, thus affecting normal school work.

Four, common problems of multimedia technology in economics teaching.

(1) the electronic teaching materials copy the traditional teaching materials, the lack of new multimedia technology can easily realize the production of electronic teaching cases or teaching materials, which is of great benefit to the teacher's lesson preparation.

But the author finds that, as the economics major is a highly specialized course, it often covers a large number of data, forms and formulas, especially those professional diagrams have a certain degree of difficulty for some teachers in the process of making electronic teaching cases.

Therefore, in order to save time for lesson preparation, some teachers copy the teaching materials in the traditional teaching process directly. This kind of "change the face" is no doubt to change the soup. Although the multimedia technology can show them in front of the students in the form of a large screen, the content is the same. Textbooks are almost the same, so it is easy to frustrate students' enthusiasm for learning.

Too dense charts make students dazzled and confused, not conducive to students' knowledge of the system.

It is precisely because of the unreasonable use of multimedia technology that multimedia teaching advantages are difficult to play and affect the teaching efficiency.

(two) relying too much on multimedia technology, some teachers can master the multimedia technology skillfully, and use multimedia Internet technology fully in practical teaching, but teachers often have the effect of excessive pursuit of multimedia in making teaching classes to improve the classroom atmosphere. Fruit, including sound and animation, and special effects of words, can improve students' interest in learning, but the teacher ignores that the too fancy courseware often results in counterproductive consequences.

Although the atmosphere of the classroom is very warm in the course of the whole course of teaching, few students actually put their mind on the study of professional knowledge. Most of them are attracted by these exquisite courseware and attracted by the special effects of multimedia technology. The beauty of the courseware will also become "useless".

In addition, the excessive dependence of teachers on multimedia technology can also lead to a decline in the teaching level of teachers. It also affects the ability of control and management in the classroom, which will eventually lead to the teaching of teachers as a tragedy of multimedia demonstration. Students can not only learn the real professional knowledge, but are also infatuated with the multimedia Internet. Technology can not extricate itself, thus affecting normal school work.

Since secondary vocational school students come from different secondary schools, each secondary school has different emphasis on computer courses and the teaching process is different, so the computer basis of students coming to secondary vocational schools is different. Many students don't know much about computers because they haven't studied hard before. In view of different students' different computer basis, teachers should adopt different teaching processes and methods. This problem is well solved by the teaching of micro class. Unlike a teacher in a traditional computer classroom, a micro class teaching is a teacher to a student. Students can choose different course videos for their learning ability and the degree of knowledge, which can be watched repeatedly or pondering for a video without understanding. The students with strong learning ability can understand the knowledge more deeply while watching, and the students with poor foundation can do the matching exercises and simulate the operation and application of the computer.

Compared with the traditional computer teaching course, there are more teaching methods in the teaching of micro class. Teachers can make teaching videos in many forms to stimulate students' interest in learning. The computer teacher can first upload the instructional video to the system for students to watch and learn. Then it can be demonstrated to the students by combining theory with actual operation. In the traditional teaching process, many teachers demonstrate that at the end, students have forgotten how to do it first, or forget it after a few days. With the use of micro class teaching, once students forget, they can find the video and learn to watch it again. Teachers can also make simple animation, PPT, network layout and so on to stimulate students' learning enthusiasm. Students learn in a relaxed atmosphere, which not only improves the quality of learning, but also improves their learning efficiency.

At present, there are many students in our country because of their achievement is not very ideal, there is no way to take a certain advantage on this single wooden bridge of the college entrance examination. Many of them have to choose some secondary vocational and technical schools. With more and more senior high school graduates, there are more and more students in secondary vocational schools. In this case, these secondary vocational schools are also getting better and better, and many teachers' courses are also in the gradual promotion, which has the computer course.

Under the continuous development of science and technology, China has entered an era of information technology. In this life, digital products have spread all over the living and working places. As a basic course, computers should be paid more attention to and explore a method of computer teaching actively. It is very meaningful for improving teaching quality. As a new teaching method, micro lesson can see this good advantage from the computer teaching.

Micro class is a teaching course composed of different and subdivided modules under the condition of multimedia teaching in schools. There are no inherent restrictions on students' learning time in the micro class. In general, students are taught by video teaching. The use of micro - class teaching can not only help students learn, but also improve the students' ability to operate the computer. It can also stimulate the enthusiasm and interest of the students to learn computer. Especially in the case of students' tired psychology and rebellious psychology, micro class teaching has played an important role in the computer teaching of secondary vocational school.

The present situation of the teaching of computer courses in Secondary Vocational Schools

Students in secondary vocational schools are generally not ideal students in junior high school stage, of which some students' learning habits are not good, basic knowledge is not solid, computer foundation is poor, they do not love learning, and they are tired of learning. And from the general situation of our country, there are more students in secondary vocational schools, less teachers, poor learning environment and atmosphere, less class setting, but more students in each class, and the students' computer base is poor. Therefore, in the daily computer teaching process, a teacher can not take into account the whole class of students, especially poor students under the computer basic situation, will become students' learning efficiency is extremely low, the quality of learning is also very low, if things go on like this, the students' learning enthusiasm and interest will hit.

Two, the main advantages of micro class in secondary vocational computer teaching.

First, the teaching time is short and the content is streamlined

In most schools in China, the teaching time of a class is generally 45 minutes. In these 45 minutes, there is little time for students to concentrate on their studies. It takes about 8 minutes to teach a micro lesson, and it doesn't have to be arranged in the learning time. Students can learn at any time. Teachers streamline the teaching content, subdivide each knowledge point, use multimedia video to show students, students learn effortlessly, and easier to master knowledge points.

(two) less capacity and easy to use

Now most secondary vocational schools have realized the whole network coverage, and students also have their own mobile phones and notebook computers. The teaching resources in the teaching of micro class are usually short video, and the capacity space occupies is small. Students can download them to the mobile phone and watch and learn whenever and wherever they are.

(three) strong pertinence and prominent theme

There are many drawbacks in the teaching of traditional computer courses, especially in the selection of teaching materials. The contents of many teaching materials are too superficial, the structure is unreasonable, the content is more, more systematic knowledge, and it is necessary to learn from the past to the later. But using the micro class teaching, we can divide the knowledge points into one independent module. Students can learn a knowledge point in one knowledge point and control the learning depth of each knowledge point.

(four) little difficulty and high interest in design

In the traditional computer teaching process, teachers should teach a whole textbook. Students' learning of computers is seriously influenced by teachers' teaching progress and depth. However, micro teaching can avoid this drawback. Every teacher can teach some videos that he is good at. The teaching design of the computer can be decided by the teachers' joint discussion. The difficulty of the curriculum design will be greatly reduced, and the interest will be greatly enhanced, which can stimulate the interest and enthusiasm of the students.

Three, improve the efficiency of computer teaching in secondary vocational schools by using micro lessons.

(1) improve the quality of the production of the micro lesson, and strengthen students' pre class preparation.

We must pay attention to the quality of the micro class video in the process of teaching. Teachers should systematically prepare lessons for key and difficult points in advance, and put forward key points and difficulties for students to prepare. Different curriculum design videos are made for students' different learning abilities; the curriculum design based on the knowledge points of interest of the students can greatly stimulate the students' interest in learning. Students can have a simple understanding of the overall knowledge framework through the pre class preview of the micro class, and there is a whole analysis and study idea in the mind. In this way, teachers can improve teaching efficiency when conducting micro teaching. Therefore, improving the quality of the production of micro lesson video courses is conducive to improving the efficiency of students' computer courses.

(two) using micro lessons scientifically to improve classroom teaching efficiency

Even with the use of micro class videos, computer teachers still play a very important role in teaching. How to divide the courses, how to divide knowledge points, and how to arrange the teaching sequence of courses all need computer teachers to make reasonable arrangements. Teachers use micro lesson to design teaching content, help students break through key and difficult points, and display dull knowledge points simply and vividly.

Four, common problems of multimedia technology in economics teaching.

(1) the electronic teaching materials copy the traditional teaching materials, the lack of new multimedia technology can easily realize the production of electronic teaching cases or teaching materials, which is of great benefit to the teacher's lesson preparation.

But the author finds that, as the economics major is a highly specialized course, it often covers a large number of data, forms and formulas, especially those professional diagrams have a certain degree of difficulty for some teachers in the process of making electronic teaching cases.

Therefore, in order to save time for lesson preparation, some teachers copy the teaching materials in the traditional teaching process directly. This kind of "change the face" is no doubt to change the soup. Although the multimedia technology can show them in front of the students in the form of a large screen, the content is the same. Textbooks are almost the same, so it is easy to frustrate students' enthusiasm for learning.

Too dense charts make students dazzled and confused, not conducive to students' knowledge of the system.

It is precisely because of the unreasonable use of multimedia technology that multimedia teaching advantages are difficult to play and affect the teaching efficiency.

(two) relying too much on multimedia technology, some teachers can master the multimedia technology skillfully, and use multimedia Internet technology fully in practical teaching, but teachers often have the effect of excessive pursuit of multimedia in making teaching classes to improve the classroom atmosphere. Fruit, including sound and animation, and special effects of words, can improve students' interest in learning, but the teacher ignores that the too fancy courseware often results in counterproductive consequences.

Although the atmosphere of the classroom is very warm in the course of the whole course of teaching, few students actually put their mind on the study of professional knowledge. Most of them are attracted by these exquisite courseware and attracted by the special effects of multimedia technology. The beauty of the courseware will also become "useless".

In addition, the excessive dependence of teachers on multimedia technology can also lead to a decline in the teaching level of teachers. It also affects the ability of control and management in the classroom, which will eventually lead to the teaching of teachers as a tragedy of multimedia demonstration. Students can not only learn the real professional knowledge, but are also infatuated with the multimedia Internet. Technology can not extricate itself, thus affecting normal school work.

Four, common problems of multimedia technology in economics teaching.

(1) the electronic teaching materials copy the traditional teaching materials, the lack of new multimedia technology can easily realize the production of electronic teaching cases or teaching materials, which is of great benefit to the teacher's lesson preparation.

But the author finds that, as the economics major is a highly specialized course, it often covers a large number of data, forms and formulas, especially those professional diagrams have a certain degree of difficulty for some teachers in the process of making electronic teaching cases.

Therefore, in order to save time for lesson preparation, some teachers copy the teaching materials in the traditional teaching process directly. This kind of "change the face" is no doubt to change the soup. Although the multimedia technology can show them in front of the students in the form of a large screen, the content is the same. Textbooks are almost the same, so it is easy to frustrate students' enthusiasm for learning.

Too dense charts make students dazzled and confused, not conducive to students' knowledge of the system.

It is precisely because of the unreasonable use of multimedia technology that multimedia teaching advantages are difficult to play and affect the teaching efficiency.

(two) relying too much on multimedia technology, some teachers can master the multimedia technology skillfully, and use multimedia Internet technology fully in practical teaching, but teachers often have the effect of excessive pursuit of multimedia in making teaching classes to improve the classroom atmosphere. Fruit, including sound and animation, and special effects of words, can improve students' interest in learning, but the teacher ignores that the too fancy courseware often results in counterproductive consequences.

Although the atmosphere of the classroom is very warm in the course of the whole course of teaching, few students actually put their mind on the study of professional knowledge. Most of them are attracted by these exquisite courseware and attracted by the special effects of multimedia technology. The beauty of the courseware will also become "useless".

In addition, the excessive dependence of teachers on multimedia technology can also lead to a decline in the teaching level of teachers. It also affects the ability of control and management in the classroom, which will eventually lead to the teaching of teachers as a tragedy of multimedia demonstration. Students can not only learn the real professional knowledge, but are also infatuated with the multimedia Internet. Technology can not extricate itself, thus affecting normal school work.

Since secondary vocational school students come from different secondary schools, each secondary school has different emphasis on computer courses and the teaching process is different, so the computer basis of students coming to secondary vocational schools is different. Many students don't know much about computers because they haven't studied hard before. In view of different students' different computer basis, teachers should adopt different teaching processes and methods. This problem is well solved by the teaching of micro class. Unlike a teacher in a traditional computer classroom, a micro class teaching is a teacher to a student. Students can choose different course videos for their learning ability and the degree of knowledge, which can be watched repeatedly or pondering for a video without understanding. The students with strong learning ability can understand the knowledge more deeply while watching, and the students with poor foundation can do the matching exercises and simulate the operation and application of the computer.

Compared with the traditional computer teaching course, there are more teaching methods in the teaching of micro class. Teachers can make teaching videos in many forms to stimulate students' interest in learning. The computer teacher can first upload the instructional video to the system for students to watch and learn. Then it can be demonstrated to the students by combining theory with actual operation. In the traditional teaching process, many teachers demonstrate that at the end, students have forgotten how to do it first, or forget it after a few days. With the use of micro class teaching, once students forget, they can find the video and learn to watch it again. Teachers can also make simple animation, PPT, network layout and so on to stimulate students' learning enthusiasm. Students learn in a relaxed atmosphere, which not only improves the quality of learning, but also improves their learning efficiency.

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