The Application Of Micro-lesson In Classical Chinese Teaching In Junior Middle School

As the information technology made a rapid development based on the Internet,people's living,working and studying have been changing.The resources in the field of education and teaching tend to be fragmented,miniature and themed.Therefore,the teaching method named micro-lesson comes into being,which influences the traditional classical Chinese teaching.There is a popular teaching method named “skipping” in traditional classical Chinese teaching,which aims at the clear implementation of every word and sentence.Such method is so monotonous that it fails to arouse the students' interest in learning and to perceive the unique connotation and beauty of the classical Chinese.This thesis chooses “translation”,“cultural infiltration” and “recitation” as the three starting points and explores the application of micro-lesson in classical Chinese teaching in junior middle school,trying to make this new teaching method serve the classical Chinese teaching in junior middle school and play its unique advantages to improve the quality of classical Chinese teaching.This thesis mainly includes the following parts:The introduction mainly introduces the backgrounds of this research,the significance of this topic,and the current situation of the application of micro-lesson in Chinese teaching and further puts forward the main contents and innovations of this research on the basis of reviewing some related researches of scholars at home and abroad.The first chapter of this thesis mentions the definition of “micro lesson” and “classical Chinese” based on the analysis of other scholars' definition on “micro lesson” and “classical Chinese”.It also specifies the theoretical basis of the application of micro-lesson in classical Chinese teaching in junior middle school and analyzes the feasibility of its application.The second chapter of this thesis expounds the design principles and production process of the application of micro-lesson in classical Chinese teaching in junior middle school.Its design principles include "student-oriented principle","miniaturization principle","structural integrity principle" and " subsidiarity principle ".Its production process mainly includes the three stages: "analysis","design" and "development".And then chooses “translation”,“cultural infiltration” and “recitation” as the three starting points to make some exploration on micro-lesson in improving learning efficiency.The third chapter of the thesis designs specific micro-lesson cases and shows their specific process from the three aspects of “translation”,“cultural infiltration” and “recitation”,providing the front-line teachers with help for their development and practice of micro-lesson.It finally puts forward some suggestions on the application of micro-lesson in classical Chinese teaching.Classical Chinese is the crystallization of Chinese civilization for thousands of years.It is also the important content of Chinese learning in junior middle school and the important source of improving students' Chinese accomplishment.Its importance is self-evident.The emergence of micro-lesson is an opportunity.Once applied in classical Chinese teaching,it is expected to break the rigid and conservative teaching mode in the current junior middle school,and inject vitality into the classical Chinese class.