1. How to play the role of micro-classes in Chinese teaching
Methods to play the role of micro-classes in Chinese teaching:
(1) Help students Science preview.
Preview is an important part of students’ Chinese learning. Teachers provide students with pre-study micro-course learning resources, which can play the dual functions of helping students understand the basic knowledge of the text and screening learning difficulties. For example, in order to solve the problem of "Suzhou Gardens" that is difficult for students to understand, the micro-course "Xiao Ding will take you to see" can guide students to intuitively understand Suzhou with the help of image demonstration, writing sequence analysis, landscape characteristics discussion and writing technique research. garden. It not only reduces the difficulty of the entire teaching, but also improves the efficiency of classroom learning.
(2) Help students consolidate their review.
Conducting micro-class review after classroom learning can more effectively consolidate, digest, and absorb classroom knowledge. For example, after studying Chinese, if some students think that they do not understand or master a certain knowledge point thoroughly enough, they can look at the same text and micro-lessons explained by different teachers. Different teachers have different design concepts, organizational processes, image materials or audio-visual videos, which can help students deepen their understanding of the teaching content and fill in the gaps.
(3) Help students break through difficulties.
Breakthroughs in teaching difficulties are an important starting point for teaching. However, students who are difficult to teach cannot fully understand them in classroom learning, so they need to be consolidated and strengthened. For students’ difficulties in Chinese language learning, micro-classes can help students further listen to teachers’ detailed explanations and in-depth analysis. This can expand students' thinking, strengthen understanding, and better help students break through learning difficulties. For example, learning classical Chinese is a recognized difficulty for students. The micro-course "Six Essentials for Learning Classical Chinese" conducts a detailed analysis based on the goals of classical Chinese teaching and students' learning skills. It helps students sort out the skills for learning classical Chinese well, and requires students to be thoughtful and visual. To, mouth to. Grasp five learning skills in classical Chinese learning: the first is the layered recitation method, which is based on translating the full text, clarifying ideas and reciting in layers, avoiding rote memorization and achieving happy recitation; the second is the thinking and questioning method , based on pre-study, select difficult content, ask yourself questions and try to solve them, and solve problems through such a focused learning method; the third is the semantic inference method, which guides students to connect with the context, the language environment, and the knowledge they have learned. Analysis and inference of semantic meaning; the fourth is the corresponding translation method, comparing annotations, searching reference books, and using supplements and adjustments to implement the translation of classical Chinese; the fifth is the classification and accumulation method, guiding students to prepare notes and regularly study classical Chinese Summarize, compare and accumulate to improve the ability to analyze classical Chinese words. Students often make up lessons through micro-classes, which can easily break through difficulties in learning. 2. How to make reading annotations for primary school Chinese micro-course works
Guidance on writing reading notes ● Reading notes can be written according to the following methods: 1. Summary notes are to write down some issues related to your own study, work, and research while reading. Transcribe the relevant sentences and paragraphs.
2. Outline notes are used to record the book’s arguments or main basis in an outline form. 3. Summary notes are a comprehensive way of writing out the key points of the entire text, and they are a very concise way of writing the content of the entire book in your own language.
4. Experience notes are a kind of notes that write down your understanding, feelings, experiences, inspirations and gains after reading. Reading notes are not equivalent to post-reading thoughts. They are posted here to give everyone flexibility when completing their homework! ●Guide to reading notes "Reading without taking notes is like raindrops falling into the sea, leaving no trace."
Although taking reading notes takes some time, there are many benefits: taking reading notes frequently can help us Further understand and remember the content of the books you have read; taking reading notes frequently can cultivate the ability to think independently and analyze problems; taking reading notes frequently can enrich knowledge and accumulate information, which facilitates frequent review, review the past and learn new things; taking reading notes frequently can improve writing ability . Rule 1: Set an example and increase awareness.
1. Examples of great men.
2. Teacher’s role model.
To train students to take reading notes, teachers should set an example, set a good example, and take reading notes frequently. For example: In teaching work, I always accompany students to preview the text. That is, during the reading process, I don’t take notes first, read attentively, and when I encounter exciting points, insights, and questions, I draw pictures and write them on the book. Annotated notes are to use short words to make concise reminders in the blank spaces of the text, and make various marks in the text (for example: use "△△△" for key words, "" for good sentences, Use "~~" for the central sentence, "" for paragraph division of the article, etc.). Show the notes you took in the book to the students.
Students are required to take good care of the books, take clear and neat notes in the books, and do not make the books very dirty or scribble so hard that the original text cannot be read clearly. Don't make too many symbols. If the whole page is circled and underlined, and everything becomes the focus, it means there is no focus, and the symbol will lose its meaning.
The meaning represented by each symbol should be fixed and should not be changed at will. Rule 2: Teach the method in a step-by-step manner 1. Excerpt style.
This is a reading and note-taking method that should be learned in the middle and lower grades of primary school. Its purpose is to guide students to excerpt key words and sentences, wonderful paragraphs, famous quotes, aphorisms, etc. in reading in and out of class, and then The accumulation of language. When excerpting, you must be faithful to the original text, be careful not to take it out of context, and do not change the words or punctuation. Each excerpt note should be "few but precise."
"Less" refers to fewer words, and "fine" refers to grasping the key points of the content. In a paragraph, text that does not need to be excerpted before, after, and in the middle can be expressed with ellipses. Every time you take a reading note, you must indicate which page of the book it was copied from and who the author is.
If it is excerpted from a newspaper or magazine, the name and date of the newspaper or magazine must be written, as well as the title and author of the article. This will make it easier to check later.
() 2. Summary type. Read the article, grasp the center of the article, clarify the organization of the article, divide the article into paragraphs, summarize the writing method of the article, write down the relevant content in a certain order, make an outline and write notes.
3. Experience style. After reading a good book or a good article, write down your thoughts and experiences. This kind of reading notes is experience note-taking, which is an advanced form of note-writing.
When writing experience notes, you can talk about your feelings about the entire article, or you can write about your feelings about a certain point of the article, such as the key sentences and paragraphs of the article. You must stick closely to the original text and highlight the key points. You cannot talk about your feelings without being separated from the content of the article. You must pay attention to connecting it with reality and capturing the sparks in life to express your true feelings.
Regularly writing after reading can improve the ability of reading and composing; it can also increase knowledge and improve the ability to understand things. It is not an easy task to guide students to write reading notes. Students often regard reading notes as a simple copying exercise, and the writing is very irregular. As the saying goes: "Everything is difficult at the beginning." When starting to take reading notes, teachers should ask Students have a serious attitude. When writing, there must be a certain distance between the left, right, top and bottom of the words, and the words must be seen clearly. Otherwise, after finishing, they will not even want to read it themselves, and the purpose of accumulating language will not be achieved.
Ask students to write their reading notes on the front of the book, with one content on each side. For students' reading notes, when a certain time comes, such as mid-term or final, attention should be paid to guiding students to develop the habit of organizing them regularly. You can use another notebook to organize them, and in the process of organizing, they can systematically organize the scattered and fragmented knowledge. You can also use the cut-and-paste method to organize students to categorize and organize their notes.
Rule 3: Prescribe the right medicine to make it easier to practice. "There is a room of gold in a book." This is an old Chinese saying. But now many children are not aware of this. In order to help students develop the habit of taking reading notes, in teaching, I always combine the training of reading notes with the training of composition, so that students understand that they need to write To write a good composition, in addition to being good at accumulating life materials, you must also be good at accumulating written materials and take reading notes frequently. Only in this way can you write a good composition.
For example: When instructing students to write an article "A Scenery of Autumn", after students look for autumn activities, organize students to talk about what autumn is like in their own eyes. Students often finish speaking in just a few words, and the narrative is not specific. The reason is that the language accumulation is poor. In order to complete the exercise better, teachers should assign students to take reading notes and accumulate some sentences describing the characteristics of autumn. Students should take notes and do the homework. When composing in class, students are not allowed to read them as documents, but they are allowed to read their reading notes. They should try to use them appropriately in their compositions. In this way, students take reading notes seriously in order to write good compositions.
When evaluating students' compositions, teachers should often evaluate students who can use rich words and sentences with "vivid and touching language" to stimulate students' interest in taking reading notes. () Rule 4: Create an atmosphere and start competition. Interest is the best teacher. Only when students realize the role of taking reading notes and have a strong interest in it can they stimulate their enthusiasm for taking notes.
In teaching, teachers should be good at creating an atmosphere so that students can learn to take reading notes in a relaxed and pleasant atmosphere. 1. Use the small blackboard every day. 3. What effect does micro-course have on Chinese teaching?
Use micro-course to overcome the difficulties in learning.
In traditional Chinese teaching classrooms, teachers carry out teaching based on teaching objectives and key and difficult points. However, teachers may deviate from the key points due to classroom emergencies or students' inattention or transfer of attention. teaching. Micro-lectures are mainly used to highlight the knowledge points of a certain subject in classroom teaching (such as key points, difficulties, and doubtful points in teaching), or to reflect the teaching and learning activities of a certain teaching link or teaching theme in the classroom. The content is streamlined and The theme is highlighted, which is conducive to overcoming difficult and difficult points in learning.
For example, in the second volume of the first-grade Chinese language "Exercise 6", one of the key points of learning is to memorize and understand the idiom "Mountains and fields are covered with green trees, and the trees are long and have deep roots." Grade-level students will also look up idioms in the dictionary to understand idioms, but they will only understand them through the teacher's explanation and abstract imagination. At this time, micro videos can be used to animate the seeds of a small sapling to slowly grow and thrive through the changing weather throughout the year, allowing students to perceive the "deep roots" and "green shade" of a big tree. Growth needs to go through "long time" 4. What have I learned essay micro-lesson lesson plan
On a crowded bus, a gray-haired old couple stood in the aisle, crowded People were coming and going, but the old man surrounded his wife with his hands, using his thin body to resist the heavy pressure behind him. How carefully he protected his wife, those arms were full of love. Quiet, warm, and full of love. I suddenly realized that love is romantic! But is this all love is? I saw a father and daughter selling candied haws at a roadside vendor stall. The father took out a crumpled one-yuan note and bought a bunch. He handed it to his daughter carefully. But the little girl But he said to his father: "Dad, you eat first!" "I don't like to eat." "You must eat!" The father had no choice but to take a bite and hold it in his mouth, chewing slowly. When the daughter saw it, she showed I smiled brightly. I was stunned. The love turned out to be mutual. At the end of the day, I walked into a flower shop and bought a bouquet of carnations to give to my parents. Let them know that my daughter deeply loved her. Love them! I have learned to love. It is life that makes me know how to love. Even if it is a affirmative look, even a cup of strong tea, or a caring greeting, as long as the true feelings in the heart are revealed, it can be filled with preciousness . This is the true meaning of love! I learned how to love! . 5. How to use interactive multimedia to create micro lessons for primary school Chinese teaching
Advantages of micro lessons in primary school Chinese classes 1. Integrating the advantages of multimedia teaching, the core content of micro lessons presented in the classroom is micro videos .
The shooting and production of micro videos are based on modern educational technology based on multimedia technology as the main means.
Therefore, the vivid and intuitive interactive characteristics of multimedia teaching, as well as the advantages of integration and diversity of multiple media, can be reflected through micro videos, thereby achieving the effective transfer of knowledge and improving the quality of classroom teaching.
2. In line with the learning characteristics of primary school students. In actual Chinese teaching activities, the author found that most students cannot maintain concentration for more than 20 minutes. "Short attention span" is a prominent learning characteristic of primary school students, which is determined by their age and psychological development stage. Therefore, primary school students focus more on image cognition in the cognitive process.
Micro-classes have unique advantages in terms of teaching content and teaching format. Its core content of 5-8 minutes is highly adaptable to primary school students. 3. Produce a “more focused learning experience.” Although the micro video is only 5-8 minutes long, which is relatively rushed, this method cuts out the lengthy prelude and postlude and only retains the key points and difficulties of the class. They only receive a small amount of new knowledge at a time, but their attention and understanding of the presented content will increase, leaving a deep impression of the course content involved.
Since micro-videos have simple and clear purpose and pertinence, this can improve the effectiveness of Chinese classroom teaching to a certain extent. 4. Use the advantages of micro-grids to optimize content and improve effects. Micro-reflection in the micro-class system allows lecturers to feel and experience the organization and teaching of their own micro-videos as an audience, similar to the evaluation and feedback stage in the micro-teaching process: By playing back the video of your own teaching process, you can conduct self-analysis and review to find out the deficiencies and make adjustments or modifications.
The lecturer can observe the students' reactions during the playback of the micro video, which parts of the video can arouse their strong interest, and which parts are where children are easily distracted. Summarizing and updating in this way will inevitably optimize the teaching content and ultimately improve the teaching effect. 6. How to use micro-classes to optimize junior high school Chinese classroom teaching
Use micro-classes to understand the text content. The text content is multi-faceted and rich. At the same time, due to the design of the teaching materials and the students’ life experience, students There are many difficulties in understanding the text content. Micro-courses, with their unique scientificity and image, make up for the shortcomings of teaching material design, shorten the distance between students and texts, and promote the colorful teaching forms, the optimization of teaching processes, and the improvement of teaching quality.
For example, when teaching the article "Suzhou Gardens", students must understand the design characteristics of Suzhou gardens: no matter where the visitor stands, there is always a perfect picture in front of him. However, many students and even teachers have never been to Suzhou gardens and cannot analyze the above characteristics; and there are no illustrations in the textbooks, which cannot meet the teaching requirements. Then cleverly borrowing the micro-course of "Suzhou Gardens", we can vividly show students the layout of pavilions and pavilions, the combination of rockeries and ponds, the contrast of flowers, plants and trees, the hierarchy of close and distant views, the design of corner doors and windows, etc., with video pictures Match and insert the teacher's commentary at the same time. The commentary uses sentences from the text to integrate the pictures and the text.