受“课堂搬家”观念的制约，许多中小学教师将自己的直播课，或其录播课、回

Restricted by the concept of "classroom moving", many elementary and middle school teachers regard their live lessons, or their recorded and broadcast lessons as the main or only online course form, and the teaching materials as the only teaching materials and course resources. As a result, it not only takes up a lot of line resources, causes network congestion, frequent interruptions in teaching, recurrence of indoctrination classrooms, and poor online learning experience for students, which greatly affects the use of online education advantages. In fact, based on the production methods of curriculum resources, online courses can be roughly divided into four categories: teacher-made live courses, seminar courses completed by teachers and students, self-study courses generated by students' self-study questions, and recordings and broadcasts used by students in self-study. course. In these four types of courses, students’ subjective participation has increased in turn, and teachers’ guidance has continued to weaken. At its root, although “teaching comes from “learning” and the essence of “teaching” is “learning”, [1] the effect of teaching comes from students’ learning, while the best teaching effect comes from the combination of teaching and learning. The close cooperation and co-promoting symbiosis between the two, the ideal teaching effect must be the product of the combination of "quality teacher guidance" and "full student participation". In this sense, the second kind of curriculum, that is, the curriculum in which teachers and students participate and generate together has the best teaching effect. The reason is that it organically integrates the two major advantages of teacher personalized guidance and student personalized learning, so that Teaching activities fully meet the different needs of students in learning, recreate the sense of on-site and personal experience of teaching in cyberspace, and enhance the contemporary and appealing power of teaching.

Constrained by the concept of "classroom moving", many primary and secondary school teachers will be their own live classes, or their video, backcasting as the main or unique online curriculum form, teaching materials as the only teaching materials, curriculum resources, the result, not only occupied a large number of line resources, causing network congestion, frequent disruption of teaching, indoctrination classroom reproduction, students online learning experience is not good, greatly affecting the advantages of online education. In fact, from the way of production of curriculum resources, online courses can be broadly divided into four categories: teacher-made live courses, teacher-led students completed seminar courses, student self-study questions generated in self-study classes and students self-study using video courses. In these four types of curriculum forms, students' subjectivity participation is improved in turn, and teachers' guidance continues to weaken. At its root, although 'teaching' originates from 'learning', 'teaching' is ontologically 'learning', the effect of teaching is derived from students' learning, while the best teaching effect comes from the close cooperation between teaching and learning and promoting symbism, and the ideal teaching effect must be the product of "high-quality teacher guidance" and "full student participation". In this sense, the second course, that is, teachers and students participate in the joint and jointly generated curriculum teaching effect is the best, the reason is: it organically integrates the teacher's personalized guidance and students' personalized learning of the two advantages, so that teaching activities fully meet the students' learning needs of various differences, in the network space to re-create the teaching of the scene and experience, enhance the teaching of the times and infectious power.

Restricted by the concept of "classroom moving", many primary and secondary school teachers regard their live class, or its recorded and broadcast class, as the main or only online course form, and regard textbooks as the only teaching materials and curriculum resources. As a result, they not only occupy a lot of line resources, but also cause network congestion, frequent interruption of teaching, recurrence of indoctrinated classroom and online learning of students Poor experience has greatly affected the development of online education advantages. In fact, from the production mode of curriculum resources, online courses can be roughly divided into four categories: Live courses made by teachers, seminar courses completed by teachers' guidance, self-study courses generated by students' self-study questions and recorded and broadcast courses used by students' self-study. In these four types of curriculum forms, students' subjective participation improves in turn, while teachers' guidance continues to weaken. From the root, although "teaching" originates from "learning", and the noumenon of 'teaching' is' learning ', [1] the effect of teaching originates from students' learning, while the best teaching effect comes from the close cooperation and co promotion between teaching and learning. The ideal teaching effect must be the product of the combination of "excellent teacher guidance" and "full participation of students". In this sense, the second kind of curriculum, that is, teachers and students jointly participate in and jointly generate the best teaching effect. The reason is that it organically integrates the two advantages of teachers' personalized guidance and students' personalized learning, so that teaching activities can fully meet the needs of students' learning differences, recreate the sense of scene and experience of teaching in the network space, and enhance teaching The times and appeal of learning.<br>