Study On The Tendency Of Teaching Design In Award-winning Chinese Micro Courses Of Graduate Students

In the information age of rapid development,micro-class video,which breaks the limitation of time and space and is beneficial to learners’ autonomous learning,has become an important learning resource for learning Chinese.With its own unique advantages,micro-class can make up for the shortcomings of traditional Chinese as a foreign language teaching classroom(Li Xin 2016).However,there is still a great gap in the research of micro-class in the field of international Chinese education.The domestic research on micro-class began in 2011(Hu Tiesheng 2011).Nowadays,micro-class teaching resources have become one of the research hots pots in the field of education.However,the research of micro-class in the field of international Chinese education is developing slowly,and there is still a big gap in the field of research.The National Postgraduate Chinese Micro course Competition is a competition organized by Tang Feng Chinese Company in conjunction with colleges and universities Combined with its own practical experience,this paper selects the first prize and the first prize works of the second Graduate Chinese Micro course Competition as the research object.Combined with the ADDIE teaching design model,the teaching design of these 13 award-winning micro-class works is analyzed and studied.Through observing and analyzing the thirteen micro-class works,we found some common tendencies and advantages of the contestants in the micro-class teaching design,and also found some shortcomings.Finally,the multi-angle statistics and analysis make corresponding suggestions on the micro-course teaching design,the professional setting of international Chinese education,and the training of foreign Chinese teachers.It is hoped to provide some reference for participants and teachers to design micro-class hours in the future,and further provide some reference suggestions for the construction of online international Chinese teaching resources and the training of foreign Chinese teachers.Through content analysis,comparative analysis and quantitative research,this paper analyzes and quantifies the micro-class videos of 13 award-winning works and the relevant literature on the website,and draws the following conclusions:1 In the design of teaching objects,participants tend to design teaching objects as adult,primary level,English background learners.In the design of age and Chinese level,some works have the problem of incomplete matching between curriculum and design.For example,the picture or text material in the video does not match the learner’s cognition level2 In the design of teaching content,participants choose Chinese grammar knowledge as teaching content.Individual works have the problem of excessive content "quantity" and mismatch between class type and curriculum content.3 In the design of teaching goal,the author analyzes from three angles:knowledge and skill goal,process and method goal,emotional attitude and value goal,and finds that emotional goal is the most easily ignored.Teachers can enhance the students’ emotional experience by controlling their own words and expressions,and improving the interest of the courseware.Some works have the problem of incomplete target expression,and some works still take the teacher as the main body to make the goal statement,which fails to reflect the attention to the subject status of the "student" subject.4 In the design of teaching links,13 works have set up the introduction and explanation links,the rest of the links such as practice,summary,layout of homework after class are missing to varying degrees.Among them,after-class homework links are most easily ignored.In the introduction link,the two import methods with high application probability are situational introduction and direct introduction,and at least two explanation methods are used to explain the explanation.In the arrangement of homework after class,there are more oral assignments,which reflects the attention of designers to learners’ oral skills,but also reflects the neglect of writing skills training.Some studies have proved that writing can not only develop writing ability,but also promote listening,speaking and reading learning.Therefore,homework should cultivate students’ ability of listening,speaking,reading and writing(Chen Xiaoning 2018).Judging from the arrangement of link order,the design shows a trend of categorization,with the framework of "introduction→explanation→practice→summary",the most works are designed.Among them,"explanation→practice "is the key link in language teaching.Generally speaking,it is mainly divided into two types:first speaking and then practicing and speaking while practicing,and the model of speaking and practicing first is the majority.5 In the design of teaching strategies,13 works generally use situational teaching strategies Through analysis,this strategy is mainly used in the introduction and practice.The second is the problem-based teaching strategy,the problem type is mainly the display problem,in the future design,increase reference problems according to the situation,promote students to connect knowledge with their own experience,increase the thinking of knowledge,and promote the construction of knowledge.Lead organizer strategies are less used,which helps learners to connect old and new knowledge,designers can use more according to the specific situation in the future.6 In the design of exercises,the author analyzes the design of micro-class exercises according to the design of different teaching contents.It is found that the micro-class works with vocabulary knowledge as the main teaching content mainly set up applied exercises and understanding exercises,and some works completely ignore the design of practice.In the micro-class with cultural knowledge as the teaching content,the teacher designs the practice of cultural knowledge question and answer,mainly investigates the students’ mastery of cultural knowledge,which has little to do with language practice In the micro-class works with grammar as the main teaching content,mechanical exercises,meaningful exercises and communicative exercises are designed.From the micro point of view,for example,in mechanical exercises,there are few problems in the form of exercises.In general,the design of the practice questions is very well used by the technical means of informatization,but there is no big breakthrough in the practice form than in the traditional classroomIn summary,the participants still have a lot of room for improvement in the micro-class design,and the author further thinks about thisIn terms of teaching arrangement,colleges and universities have generally set up information technology courses.However,by observing and analyzing these 3 micro-class works,we found that although students have a high level of information technology,the application of information technology means in language teaching is still unsatisfactory.Through analysis,we can find that technology is often connected with teaching,the purpose of learning and using technology is to service teaching,so when arranging the course,we should think about how to increase the connection of information technology courses and other courses,specifically,how to integrate language teaching into information technology teaching,guide information technology teaching,so that students know how to use in teaching,when to use,improve the practicability of the courseFor the foreign Chinese teachers who have graduated,they can further improve the teachers’information technology ability through offline training or arranging online courses according to the above forms.This article selected the special prize and first prize of the second micro class competition as the analysis object,which certain typical.Future studies can continue to increase the number of samples to make the analysis results more accurate and clear.