How to effectively apply micro-courses in Chinese teaching in primary schools?

At present, microteaching, as a new teaching method, has entered the educational field with the development of modern information technology. Microteaching has two remarkable characteristics: one is to present videos, and the other is to highlight microteaching. "Micro" is the soul of micro-lessons: ① There are few teaching contents, and each episode only focuses on one knowledge point or one specific problem; ② The video time of micro-lesson is short, usually 3-8 minutes; ③ The video form of micro-lesson is vivid and interesting, which can attract students' attention in a short time; ④ Micro-courses cut into the topic quickly, with clear teaching clues and quick summary. However, due to the characteristics of micro-courses, the application of micro-courses has its specific mode and requirements. \x0d\● Possibility and advantages of applying micro-courses in Chinese \x0d\ 1. Possibility \x0d\ First of all, Chinese is an important basic subject, which is highly valued by all parties. Chinese micro-course will be welcomed and play its value and role. Secondly, whether in the country, in the region or in schools, teachers in China have a considerable scale, which makes it possible to establish a micro-lesson resource pool and enjoy micro-lesson resources. Thirdly, Chinese is a core course which is both instrumental and humanistic. These two aspects need effective cooperation inside and outside the class, and micro-classes can play a positive role and influence in these two fields. Finally, from the perspective of history and reality, Chinese teaching informatization has a strong application foundation. \x0d\2。 Advantages \x0d\ First of all, Chinese is a subject that is promoted and developed mainly by accumulation and perception. It is not too difficult for students to learn independently, and the artistry and interest are more prominent than other subjects, which is convenient for students to learn independently. Secondly, multimedia materials such as words, sounds, videos and pictures used in Chinese are easy to find on the Internet, which is a fertile ground for micro-courses to thrive. Thirdly, Chinese teachers generally have a high level of Putonghua, so it is relatively convenient and fast to record micro-lessons. Chinese teachers have a solid foundation in language and writing, and subtitles will be more accurate and accurate. These are also very important advantages. \x0d\● Application modes of micro-courses in Chinese teaching \x0d\ In my opinion, the main application modes of micro-courses in Chinese teaching are as follows: \x0d\ 1. Students' autonomous learning after class \x0d\ micro-lesson has clear theme, short and pithy content, and is easy to understand, which is very suitable for students to learn Chinese independently. It can be divided into three types: ① preview study before class (such as micro-class Mulan Poetry-week.cn/? C = video & ampa = play and play. Id= 17 1047), you can basically be familiar with and understand the main points. If you don't understand or have questions, you can focus on asking questions in class; (2) After class, solve doubts and doubts. For places that you don't understand in class, seeking help from relevant knowledge points is equivalent to seeking after-school counseling and solving individual problems; (3) Extracurricular extended learning, in which students independently learn some language, literature and writing knowledge beyond the general requirements according to their own interests and development direction (such as micro-class "For example, talk about six ways of narrative conception for senior high school entrance examination"-week.cn/? C = video & ampa = play and play. Id= 1 12796), which gives some interested and free students room to develop and makes up for the lack of popular classroom teaching. Extracurricular autonomous micro-course learning, to some extent, replaces the role of Chinese teachers as extracurricular tutors and meets the individualized learning needs of students. \x0d\2。 The content displayed in the class \x0d\ is easy to plan and organize to form a micro-lesson resource base because of its simple production and strong enjoyment. Teachers can use it properly in class, make a basic introduction to knowledge points through micro-lessons, and then carry out in-depth extended teaching (such as the difference between rhetorical questions and rhetorical questions in micro-lessons)-week.cn/? C = video & ampa = play and play. id = 83282 & ampfrom = dasai)； It can also be expanded, and related extension fields can be introduced through micro-courses to stimulate students' independent inquiry (for example, micro-course "Moon Image in China's Classical Poetry"-week.cn/? C = video & ampa = play and play. id = 148264)； You can also introduce interesting Chinese themes through micro-classes, enliven the classroom atmosphere and attract students' attention (such as micro-classes-weike.cn/?) c = video & amp； A = play and play. Id= 163334).\x0d\ Micro-course is different from traditional courseware, because the explanation has been integrated into the design, and teaching can be realized independently. Of course, when using it in class, the teacher can also make appropriate supplements and explanations when playing (or pausing) according to the actual situation. \x0d\3。 \x0d\ micro-lessons infiltrated into Chinese practice can be used as scheme description and material in various Chinese practice activities. For example, online essay competitions, teaching materials and drama performances. The scheme of the contest can further release video clips in the form of micro-lessons on the basis of the text scheme, which can arouse students' active participation like advertisements, and can also show some tidbits of previous contests to enhance the attraction of the contest. The key knowledge points, methods and requirements in practical activities and competitions can also be learned and understood by students in the form of micro-courses. After the competition, you can also record the highlights of the activity through micro-lessons, show the results, and further deepen the influence of the activity. \x0d\4。 Used for teaching and research exchange \x0d\ Traditional Chinese teaching and research generally carries out teaching and research discussions in the form of open classes, lectures, collective lesson preparation, etc., and the results are very good, which is the main form of teaching and research, but these are carefully organized, consume a lot of energy, and sometimes become a mere formality. With the help of micro-courses, teachers' teaching ideas and methods can be demonstrated through well-made micro-courses, although compared with traditional teaching and research, it is more convenient to carry out teaching and research exchanges through micro-courses, which can be carried out on the spot or break time and space through the network. \x0d\● There are three main application modes for Chinese teachers \x0d\: The first one is self-made, recorded by the teacher and applied in teaching (in class or after class). The second way is to collect excellent micro-courses online, such as China Micro-course (weike.cn/), and schools can also buy some high-quality commercial micro-course resources. The third kind of cooperation is organized by schools or regions, even at the national level, to develop micro-courses in a planned and systematic way, to form a complete micro-course resource database for Chinese subjects, and then open it to teachers and students. The first is the initial stage, which is also the basis for the popularization of micro-course technology and ideas. On the basis of the first mode, the second and third modes can be developed, and the third mode will be a mainstream direction of development and application. Because a key feature of teaching is pertinence. Because the situation of students in different places is different, "belt" and "buy" may not be applicable or easy to use. Only by participating in cooperative development and collective enjoyment can it be more suitable and beneficial to application. In particular, schools in the same area cooperate with similar schools, with convenient organization, unified teaching materials and similar students, which is of great promotion value. At present, it has been carried out in some cities such as Shunde, Guangdong, and it is worth popularizing. \x0d\ Micro-courses focus on a single knowledge point and skill point. There are only a few such knowledge points and skills in a class, and the average class is several hundred to one or two thousand. By organizing teams, it is easy to make micro-courses with strong universality and in line with industry norms. With these micro-courses, the efficiency of teachers' teaching design can be greatly improved. \x0d\● Application prospect \x0d\ WeChat, Weibo, microfilm? This is a "micro-era". Micro-course is the perfect combination of technological progress and teaching development, which conforms to the learning theory of constructivism, the characteristics and development needs of students, the existing software and hardware environment and the foundation of modern educational technology. Its application and deepening will further emancipate students' learning and teachers' wisdom, and promote a new round of reform and development of Chinese teaching. \x0d\