3.5.3雨课堂的功能在线视频

那么雨课堂到底有什么样的功能呢
What functions does the Rain Classroom have?

雨课堂实际上是一个
Actually, the Rain Classroom is

具有丰富功能的教学工具
a teaching tool with a wide-range of functions.

我们把这个工具分成五个大类
It can be seen as a big tool kit

我们把它看成一个大的工具箱里面
that includes five categories of tools.

这五类教学工具分别有什么呢
What are the five categories of teaching tools?

首先是翻转课堂的工具
The first category includes tools for the flipped classroom.

让老师可以很方便地把自己
Using these tools, lecturers can conveniently

慕课 视频 习题相关的素材
package all materials involving MOOCs, videos, exercises

甚至自己的语音
and even their voice

一起打包到一个电子幻灯片里面
into a PowerPoint file

推送到每一个学生的手机微信上
and send it to each student's cellphone via WeChat.

学生收到这个微信
After receiving the file on WeChat,

点开就能进行相应的课前任务的学习
students just need to click on it and start to complete the preview task before class.

更好地去完成
In this way, blended teaching can help them better complete

混合式教学课前相关的这种任务
the relevant pre-class tasks by using these tools.

第二类的工具是及时评价的工具
The second category includes tools for real-time assessment.

就是在课堂上随时可以
With these tools, lecturers can send a question

发一道题让同学们测一下
to their students at any time during class.

无论是单选题 多选题 客观题 主观题
No matter whether it's a single-choice, multiple-choice, objective or subjective question,

都能够在课堂上有很好的
lecturers can get high-quality

相应的这种反馈
feedback during in class.

随时评随时测进行形成性的评价
In the end, the results of these real-time tests will form a formative assessment.

第三类工具就是课堂互动工具
The third category includes tools for classroom interaction.

一会我们也会着重的向各位老师来介绍
Later, we will specially introduce them to everyone.

无论是弹幕投稿
Whether they're using bullet screens

还是相应的其他的这种形式
or submissions of notes,

都是在激发学生更好地发言
lecturers can encourage their students to give their opinions more actively

来调动课堂内的这种气氛
and make the classroom atmosphere more inviting.

第四类工具就是作业和考试的工具
The fourth category includes tools for homework and exams.

通过相应的这种作业考试工具
With these tools,

能够在课后也对学生相应的学习效果
students can consolidate their learning and

进行相应的巩固和反馈
give feedback on their learning after class.

第五类工具也是最为重要的工具就是
The fifth category is the most important. It includes

数据报表的工具
tools for data reports.

当我们采集了课前的数据
After the pre-class,

课上的数据和课后的数据以后
in-class and after-class data are collected,

这些数据汇总到我们的云分析平台上
they can be summarized on the cloud analysis platform,

就会向各位老师呈现
which will further provide lecturers

不同环节的相应的数据报表
with data reports on different linkslinks.

这些报表大家既可以在电脑上
Lecturers can read the details of these reports

看到详实的报表
on their computers,

也可以在手机微信里面
or read them on WeChat with their cellphonesin a simple and efficient way

打开简易的高效的进行观看
on WeChat with their cellphonesconveniently and efficiently.

那么同时量化了解自己的教学过程
By understanding their teaching process in a quantitative way,

也为很多老师
many lecturers

精细化的调整自己的教学设计
can get a scientific basis for refining and adjustingmaking fine adjustments

提供了科学化的依据
to their teaching design.

在雨课堂内部
Inside thea Rain Classroom,

我们内置了16000多个
we have inserted over 16,000

清华大学等名校的慕课短视频
short videos of MOOCs from famous universities like Tsinghua University.

这些短视频时间都不长
Each of these short videos

大概都是3到7分钟
lasts from three to seven minutes

一个视频着重就讲一个知识点
and focuses on only one knowledge point.

各位老师
Lecturers can

可以积极利用相应的这些视频
actively insert these videos

嵌入到自己的课前课件当中
into their pre-class courseware

让学生在课前就对知识形成一些
to help students develop a good understanding of,

良性的认知和更多的兴趣
and gain a deeper interest in , the knowledge before class.

在实际的教学过程当中
During the actual teaching process,

形成性评价
as we have mentioned above,

也就是我们刚才讲到的
teachers can get formative assessments

频繁的以小作业小测验的形式
by frequently collecting feedback on students' learning

对学生的学习进行反馈
through small exercises and quizzes.

是我们让很多老师积极实践的重要一点
It's an important part of the active practice of many teachers.

通过形成性评价
Through formative assessment,

我们可以精细化的了解
we can understand in detail

从课前到课上到课后
students' learning effect

学生每一个教学环节所产生的教学效果
in every teaching link before, during and after class,

实现对于教学全周期完整忠实的记录
thus ensuring we the can completely and faithfully authentic recording the of the entire teaching cycle.

我们在2018年的4月
In April 2018,

也就是今年4月做了一个简单的统计
we found carried out some simple statistics.

在今年4月一个月的时间里
During the whole month,

就有1600多万次答题出现在雨课堂当中
there were more than 16 million answers made in thea Rain Classroom.

那么这1600多万次答题的背后
Behind this large figure, should be

就是在课堂内对学生进行了
there were over 16 million formative assessments

1600多万次的形成性的评价
on students' learning in class.

那么我们说这背后
We can say that

无论是对老师对学生还是对学校
the data collection and relevant analysis

都是一个非常珍贵的数据的采集
are very precious for

和相应数据背后的这种分析
lecturersteachers, students and schools.

那么在雨课堂当中
In thea Rain Classroom,

无论是单选题多选题投票题还是主观题
lecturers teachers can give single-choice, multiple-choice, subjective and voting questions,

还是批量导入你现有的试卷
or import their test papers in batches.

能够满足很多老师
So the Rain Classroom can meet many lecturers'

更多的教学场景的这种需求
demands for more teaching scenarios.

让很多老师能够利用雨课堂
Using the Rain Classroom, they

很快捷的进行形成性评价的
can get formative assessments

相应的这种实现
very easily and quickly.

同时我们说怎么样用年轻人的方式
In addition, to understand young people in their way

用互联网的方式来了解年轻人
or through the internet is

也是我们希望在课堂内
a new form of active classroom interaction between lecturers teachers and students,

老师们积极与学生互动的一种新的形态
which is also what we want to see.

除了刚才我们讲到
We have mentioned just now that

可以在课堂上利用主观题的形式
lecturers teachers can give subjective questions in class,

让学生提供自己
so that students can offer

发表自己的答案和观点以外
tTheir own opinions and answers.

我们还积极引入了像弹幕这样的形式
In addition, we have actively introduced other functions like the bullet screen

把弹幕引入到课堂当中
to the classroom,

让同学们本来就愿意发言的方式
so that students who are willing to express their opinions

在课堂内更加积极的发言
can be even more active in class.

实践证明表明这种方式让很多老师
Our practice has proved that this function can help many lecturersteachers

在课堂上收获了更多学生
understand more students' innovative opinions

对于他希望表达观点的新的这种认知
on the topics discussed in class.

除了弹幕以外
In addition to bullet screens,

我们还有投稿这样的形式
we also have note submissions.

学生可以随时向老师传递相应的小纸条
Students can pass notes to their lecturers teacher at any time.

老师一边讲学生一边发小纸条
When the lecturer teacher is delivering a lecture, the students are can submitting notes.

老师在合适的时间里面
At the proper moment,

就可以进行相应的查看
the lecturer teacer will can check the notes

解答学生的相应的疑问
and answer their students' questions.

鼓励学生在课堂当中
In this way, the students are encouraged to

及时的跟老师进行异步的互动
interact with the lecturer teacher asynchronously but in real-time during class.

课堂内的主观题 弹幕的讨论
The subjective questions, discussions on bullet screens

课堂内的投稿
and note submission during class

几方面形成了一个综合性的矩阵的网络
together form an all-around matrix-based network

让课堂内老师和学生的
which enriches the ways that lecturers teachers and students

交互利用移动互联网变得更加的丰富
interact with each other using the mobile internet.

除了这些工具以外
Apart from these tools,

我们还有类似像随机点名
we have other tools such as

这样的一些方式
random roll calls,

让课堂内充满了更多有趣的可能性
which can make lectures more interesting.

同时我们说
Why should we

为什么要增加这么一个环节呢
use such a tool?

是让更多的老师
When lecturersteachers

一旦调动这个环节的时候
use this tool,

学生们能够大家集体来思考
it stimulates students are stimulated to think about

一旦叫到我我应该怎么去回答
what they should say if their names are called.

所以很多学生就是因为这样的环节的出现
So when this tool is used, many students

重新投入到了课堂积极的思考当中去
will come back to active thinking during in class.

那么很多老师利用雨课堂
As long as lecturers teachers utilize Rain Classroom,

这样一个免费的软件
a free piece of software,

安装到自己的教室里面
in their lecturesclass teaching,

就实现了我们刚才提到的
they can use all the above-mentioned functions of smart teaching,

实时答题 多屏互动
such as real-time answering, multi-screen interaction,

各种各样的弹幕投稿讨论等等
bullet screen discussions

智慧教学的相应的功能
and note submissions.

没有任何硬件的投入
Without investing in any hardware,

就让老师快速的跑步进入到了
lecturers have rapidly entered

智慧教学的时代
the era of smart teaching.

雨课堂从2016年4月1号正式发布以来
Over two years have passed since the Rain Classroom was officially launched on April 1, 2016.

两年的时间里面我们很骄傲地看到
Today, we are so proud to see that

已经推动了四方面很显著的变化
it has driven four significant changes in four aspects.

第一个变化就是让混合式教学
The first change is that blended teaching

从一个门槛很高的事情
which used to be a complicated teaching method

让老师们能够轻松上手
has becomes easy for lecturers teachers to adopt in their lectures.

更多的学生开始习惯于课前
More students have become accustomed to completing

收到老师的课前学习任务
the preview task given by lecturers teachers before lectures,

带着脑子来上课
and coming to lectures with their brains switched on,.

学习成绩和学习效果得到了明显的进步
So and make progress in their academic performance and learning effects.have obviously been enhanced.

第二个方面的变化是
The second change is that

手机从一个课堂内的洪水猛兽
the cellphone, which used to be a scourge during in class,

变成了老师采集学生数据非常重要的
has becomes a very important sensory device that

一个传感器的设备
for teachers can use to collect students' data.

手机进入课堂变成了一件家常事
It has becomes quite common to use cellphones in classroom teaching.

第三方面的变化就是形成性的评价
The third change is that formative assessment

变成了老师非常容易的事情
has becomes something that lecturers teachers can easily achieve.

老师慢慢从看脸
Gradually, they have been able to evaluate their teaching through data reports

开始看数据报表来了解自己的教学
through data reports instead of subjective feelings.

正是因为各类数据报表的呈现
Owing to various types of the presentation of data reports,

所以基于雨课堂定量的研究
there have been more and more quantitative studies

也变得越来越多
based on the Rain Classroom.

如果我们打开中国知网
If we visit CNKI

以雨课堂为关键词进行搜索
and search the keyword "Rain Classroom,"

相应的论文已经达到了300多篇
we will find more than 300 relevant theses.

这里面既有老师们
Some are about

对于自己教学研究的这种深入的分析
lecturers' teachers' in-depth analysis of their teaching research.

也有不同学校不同课堂
Some are about teaching research results

进行横向纵向对比
obtained from horizontal and vertical comparisons

所得出的教学研究的论文
between among different schools and classes.

在教育部在线教研中心的支持下
Under the support of the Research Center for Online Education of the Ministry of Education,

雨课堂从一个几个老师的科研课题
the Rain Classroom has changed from a scientific research task topic of several lecturersteachers

现在变成了有几十万老师共同使用的
into a new teaching tool used by

新型的教学工具
hundreds of thousands of lecturersteachers.

这背后我们所承载的理念
In promoting this teaching tool, we have always stuck to the principle of

就是从教师中来到教师中去
"Made from by the lecturersteachers, for to the lecturersteachers.".

两年的时间里面
During the past two years,

我们得到了全国各位老师
we have got positive support, advice and guidance

积极的支持 建议和指导
from lecturers teachers all across the country.

在这里我也欢迎各位老师
Here, I invite all lecturers teachers to

跟我们一起共同进入到
enter the era of smart teaching in the Rain Classroom

雨课堂的智慧教学的时代
together with us.

让我们一起利用新的工具
Let's use this new tool

来改造我们自己的课堂
to rebuild our classes.

谢谢大家
Thank you all.