Reconstruction Of The Chinese Micro-teaching In Normal Universities And Implementing Strategies

the 21st century witnesses the educational reform being the main task for each country's development. China issued the Outline of Basic Education Reform (Provisional) in June,2001. which accelerated the development speed of basic education. Teachers' skills, being an important part for teachers' quality, guarantee the degree of high-quality and high-efficiency accomplishment of teaching while classroom teaching skills make up the core component of teachers' quality. The new curriculum reform proposes new requirements for the teachers' teaching skills in class. Whether the students in normal universities, who are to be the teachers in future, are qualified for classroom Chinese teaching of new curriculum is directly depends on their teaching skills. Micro teaching is the direct and effective method to train the teaching skills of students in normal universities. However, recent years has witnessed a standstill of micro teaching development, in that its training content and model can not adjust to the fast development of educational reform or even influences the students' employment. All of those are resulted from the lack of research and in-depth study of micro teaching under new circumstances.On the basis of expounding on the micro teaching development tendency and integrating with malpractices in current Chinese micro teaching as well as the Chinese Curriculum and Teaching Methodology and other elective courses in higher normal universities, this paper, with the practice of micro teaching and the aim of transformation from students' knowledge in Chinese normal universities to teaching skills, keeps on improving micro teaching content, reforming the previous implementation model and building a highly practical Chinese micro teaching content for higher normal universities that meet the requirements of new curriculum concept. The author discusses the methods of meliorating the previous introduction skills, blackboard-writing skills, explanation skills, conclusion skills and the content of teaching skills while adding the unique guiding and reading demonstration skills of Chinese curriculum, scene creation skills and the classroom teaching dialogue skills. Moreover, in consideration of the new curriculum reform, the author probes into the content of guiding students' self-directed learning skills, cooperative learning skills and explorative learning skills. Based on the Chinese curriculum concept and the reality of teaching, this paper, while presenting new meanings of each skill, expounds on the characteristics of these skills and the new curriculum implementation method of "three-section cumulative progression" training model of Chinese micro teaching and the specific teaching strategies of each skill. After that, the author reviews and evaluates the Chinese micro teaching content in the new curriculum.