| Along with the social environment's call for the teaching of ancient poems,the requirements of curriculum standards for the teaching of ancient poems,and the need for an increase in actual teaching content,the teaching of ancient poetry in primary schools plays an important role.However,in reality teaching is still mainly a single lecture type,which is not good in cultivating students' interest in studying ancient poems and improving the learning effect.The story micro-lecture can break the students' obstacles to the understanding of ancient poems due to space-time constraints,transform the non-story-type ancient poems into stories,and present them to the students in a concrete form to solve the problem of cognitive difficulties.Therefore,this study will use story-based teaching methods to design and apply story-based microlectures of ancient Chinese poems to improve students' interest in learning ancient poems and their learning effects.Firstly,this article analyzes the existing related literature with the literature research method.It recognizes that there are two shortcomings in the existing research status.Secondly,questionnaire surveys and interviews on the current situation of ancient Chinese poetry teaching in primary schools were conducted with teachers and students of the surveyed schools to analyze in depth the current existing problems Questions,elaborated the necessity of micro-lecture of elementary school Chinese ancient poems after the application of story teaching method to transform students' learning cognition and improvement of teaching methods,and the applicability of stories to micro-lecture and story micro-lecture to ancient Chinese poetry.Finally,based on the analysis of the teaching of ancient Chinese poetry in primary schools,the ancient Chinese poetry micro-lecture are divided into realistic and emotional classes.Based on related theories,from the perspective of narratology,two types of micro-lecture are designed according to the six elements of story-based ancient poetry.The four-step story teaching method is used as a reference,and a five-step story teaching application process with internal circulation is designed such as story introduction,story interpretation,story interpretation,classroom practice,story writing,and practical teaching.After the practice of the case,the design and application effects of story-based micro-lecture in ancient poems were tested through three methods: student questionnaires,teacher interviews,and analysis of student achievement tests,to verify whether the teaching methods of story-based micro-lecture in ancient poems assist traditional teaching can be effectively solved.Existing problems improve teachers' teaching effectiveness.The research results show that: micro-lecture of ancient poems can deepen students 'knowledge of ancient poems;can improve students' emotional experience of ancient poems;but still need to be solved,such as lack of positive confirmation by teachers The level of knowledge and micro-lecture production is low,the resources of micro-lecture are scarce,and students have different requirements for their starting abilities.Based on the above conclusions,the author puts forward the following five suggestions as a reference for the design and application of storyline micro-lecture of ancient poems for first-line teachers: Change teaching concepts and properly handle the story-based micro-lecture relationship with traditional teaching methods;Innovate the design form of story-based micro-lecture for ancient poems in primary schools;Respect students' differences in ancient poetry learning and reasonably choose ancient poem stories lesson application;Strengthen theoretical learning and enhance the ability to produce micro-lecture of ancient poem stories. |
