The Application Of Miniature Musicals In Primary School Music Classe

Teaching reflection is an important way and means for the development of teacher education,and it is also a method to help teachers solve problems encountered in teaching work.It has been included in the professional standards of teachers in many countries.Therefore,how to cultivate and improve teachers’ teaching reflection ability is one of the key contents of current teachers’ professional development research.Video-based reflection is an effective tool for preservice teachers’ self-development.Compared with reflection on audio recordings or photos,the advantages of video-based teaching reflection are that by slow-motion,zooming,pausing,and fast-forwarding or rewinding the video,reflection enables more detailed observations of complex classrooms.In the teaching reflection based on traditional flat video,generally only one observation perspective of the classroom can be provided,and there is a single problem in the reflection perspective and dimension.Panoramic videos are real,comprehensive,intuitive and immersive.Observers can freely watch within a360-degree range based on observation needs,and can perceive all the scenes and activities of the recorded scene.Whether the use of panoramic video for teaching reflection can effectively solve the problem of single dimension of plane video reflection has become one of the problems to be explored in the development of teaching reflection ability under the support of modern information technology.This research uses plane and panoramic micro-teaching videos as the presentation methods of reflective videos.Based on reflective teaching theory,metacognitive learning theory and other teaching reflection theories,20 pre-service teachers are selected as the research objects,focusing on the reflective link of micro-teaching.,to compare the effects of different video presentation methods on pre-service teachers’ reflection on micro-teaching.Pre-service teachers first watch the recorded flat micro-video of their peers to reflect,and then continue to reflect on the same content by watching the panoramic video,mainly reflecting on the teaching skills in micro-teaching.A Reflective Feeling Questionnaire is required to be filled out.The main work of this research includes the following three aspects:The first is to explore the impact of different video presentation methods on the immersion,self-efficacy and satisfaction of pre-service teachers’ reflection.Through paired-sample t-test,the study found that pre-service teachers’ immersion,self-efficacy,video satisfaction and video evaluation were significantly higher than those based on flat video reflection under the condition of panoramic video reflection.The second is to explore the impact of different video presentation methods on the key events noticed by pre-service teachers during the teaching reflection process.Through the coding analysis of pre-service teachers’ reflection based on different video presentation methods,the study found that pre-service teachers’ reflection based on flat video paid more attention to teachers’ explanation,language,conclusion,and questioning skills,while reflection based on panoramic video focused on changes,organization,and skills.Questioning and language skills.The third is to study the influence of different video presentation methods on the results of pre-service teachers’ teaching reflection.Through the analysis of reflection and interview content,it is found that reflection based on panoramic video helps to stimulate more reflections of pre-service teachers:(1)Content: The reflection on micro-teaching based on panoramic video has 26 more reflections on the basis of plane video reflection.% of the reflection content;(2)Perspective: Compared with flat video,the perspective of teaching reflection based on panoramic video changes from focusing on teachers to focusing on teachers and students;(3)Teaching effect: Compared with flat video,teaching reflection based on panoramic video In the video,reflection is more concerned with the effectiveness of teaching behavior,including the reflection on the classroom atmosphere at the macro level,as well as the reflection on the eye contact between teachers and students at the micro level.