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In the process of integrating micro-courses into primary school Chinese education, the author has shifted the focus from teacher-led instruction to student-centered learning. By using the textbook "Nobel" from the 10th volume of the Jiangsu Education Edition as a case study, the author implemented a flipped classroom model, encouraging students to explore and understand new content independently before class. This approach helped students build concepts, engage in active knowledge transfer, and conduct independent research, ultimately leading to a more effective teaching experience.
**Case Study: Implementing Micro-Courses in the Classroom**
**Before Class: Guided Self-Learning via Micro-Courses**
The article "Nobel" highlights Nobel’s dedication to scientific progress through several examples of his inventions. To help students grasp both the language and the deeper meaning of the text, the author identified three key instances of repeated rhetoric:
- A: “Close! Near! Mars is close to explosives!â€
- B: “People rushed to come, exclaimed in unison: ‘Nobel is over! Nobel is over!’â€
- C: “Suddenly, a middle-aged man with blood rushed out of the smoke, shouting with joy: ‘Success! Success!’â€
These repetitions highlight Nobel’s passion for science. To support student understanding, the author created a five-minute video using Educreations on an iPad, which allows for real-time writing and recording. The video was uploaded to a platform and shared with students for pre-class learning. Other tools like ShowMe or PowerPoint’s "Record Slideshow" feature can also be used effectively.
After watching the video, students completed online assignments through the "Nanjing Education Informationization Public Service Platform." This allowed them to submit their responses and reflect on the use of rhetorical repetition in the text. Some students correctly identified the repeated phrases, while others struggled with the interpretation of sentence B, showing varied levels of comprehension.
**During Class: Collaborative Learning and Exploration**
Once in class, students engaged in group discussions and presentations. They first shared their insights on the repeated rhetoric, then worked in small groups to analyze the text further. Each group selected one example and prepared a report to present to the class. Afterward, they answered questions from their peers, deepening their understanding of the material.
The teacher acted as a facilitator, guiding students when necessary and emphasizing key points. Students were also encouraged to apply what they had learned by rewriting their own texts using repetition, helping them internalize the technique.
**Reflections on the Flipped Classroom Approach**
The flipped classroom model is not just about changing the format of teaching—it’s about transforming how students learn. By shifting knowledge transfer to pre-class activities, students can focus on deeper understanding and application during class time. This method supports personalized learning, allowing students to watch videos at their own pace, rewatch sections if needed, and take notes as they go.
Micro-courses are more than just videos; they are powerful learning tools that guide students through the process of comprehension, analysis, and application. When students actively use these resources, real learning takes place.
Additionally, the role of the teacher changes in this model. Rather than being the main speaker, the teacher becomes a facilitator, organizing discussions and providing support where needed. Students become the central figures in the learning process, taking ownership of their education and engaging in meaningful dialogue.
Finally, students are no longer passive recipients of knowledge. With the help of micro-courses, they become active learners, participating in discussions, asking questions, and deepening their understanding through collaboration and reflection. This shift fosters a more dynamic and engaging learning environment.