Abstract
This paper provides an in-depth analysis and study of the interactive flipped classroom model for a digital micro-video for a big data English course. To improve the learning efficiency of English courses and reduce the learning pressure of students, the thesis also uses certain techniques to apply audiovisual language to the production of specific micro-class videos, broadcast the successfully recorded micro-class courses to students, and then use the questionnaire to randomly distribute the designed audiovisual language use questionnaire. Micro-classes earnestly perform data statistics for students and finally conduct data analysis to summarize and verify the effects of micro-class audiovisual language use. The improved algorithm can effectively reduce the fluctuation of the consumption of various resources in the cluster and make the services in the cluster more stable. The new distributed interprocess communication based on protocol and serialization technology is more efficient than traditional communication based on protocol standards, reduces bandwidth consumption in the cluster, and improves the throughput of each node in the cluster. The content design and scripting of micro-video teaching resources are based on this. Then, the production process of micro-video teaching resources is explained, according to the selection of tools, the preparation, recording, editing, and generation of materials.
Highlights
With the large-scale promotion and use of information technology and network technology, video data have taken up 70% of the Internet traffic
It is inefficient to analyze the cameras in urban corners by hand alone, so how to mine the information in these unstructured data through computer technology in time to further improve the work productivity has become a major challenge for enterprises and related research institutions [2]
Students can read the textbook first to master the knowledge content and complete the study plan independently, or they can read the textbook according to the study plan questions and complete the study plan independently. e difficult problems encountered in the process of reading the textbook on their own can be studied with the help of micro-lessons recorded by the teacher in advance. e micro-lesson can be paused and rewatched repeatedly, and the problems in the lesson plan can be improved and revised after reading and understanding
Summary
With the large-scale promotion and use of information technology and network technology, video data have taken up 70% of the Internet traffic. It is inefficient to analyze the cameras in urban corners by hand alone, so how to mine the information in these unstructured data through computer technology in time to further improve the work productivity has become a major challenge for enterprises and related research institutions [2]. These frameworks have been developed over the years, and to make the frameworks have better generality, the community developers have not made optimization for specific scenarios (e.g., video processing), and users need to optimize the configuration according to their business scenarios and modify the source code if necessary [3]. Under the concept of the flipped classroom, students learn by watching the micro-video first, answer questions, and consolidate their knowledge through discussion or asking the teacher for advice; students’ initiative can be strengthened, and students’ deep understanding of grammar knowledge can be achieved; and students’ main position can be highlighted, and students can use the fragmented time to learn everywhere, which can free up more time in class to strengthen
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