Research On The Design Of Micro Class Of Primary School Chinese Low Literacy

Primary school Chinese is one of the important subjects in primary school.Literacy teaching plays an important role in primary school Chinese teaching.Primary school Chinese literacy teaching is the basic content of Chinese teaching,and it is also the important basis of reading and writing teaching.It is also the core requirement of cultivating students’ Chinese ability and improving students’ cognitive level.As a Chinese teacher,we should make clear the importance of literacy teaching,follow the characteristics of students’ age and literacy teaching,innovate teaching ideas and use a variety of effective teaching methods In order to make the teaching more methodical and regular,meet students’ cognitive characteristics,meet students’ learning needs,and lay a solid foundation for students to learn Chinese better.All along,scholars have been committed to the study of effective ways of literacy teaching.With the rapid development of society and the gradual acceleration of the pace of economic and information,under the background of "Internet plus",a frenzy of "micro era" has been sparking,which has a tremendous impact on people’s daily life.Micro lesson is the abbreviation of micro video course.As a kind of teaching resource,micro lesson integrates professional and systematic subject knowledge and related teaching content in the form of video playing.Through the form of video teaching,teaching knowledge information is summarized and sorted out,which can be reflected in a more vivid and vivid teaching method,so as to help students reduce the difficulty of understanding literacy knowledge and better promote literacy The realization of teaching objectives.However,in the current literacy teaching in primary schools,few teachers use micro lesson to integrate into their literacy teaching process.There are more or less problems in the design of the existing literacy micro lesson,which leads to the application of micro lesson in literacy teaching does not achieve the ideal effect,nor can it meet the requirements of teaching objectives.In terms of theoretical research,there is less research on literacy teaching in micro class,and the research is insufficient.There are relevant researches on the teaching of micro lesson in other disciplines and other sections,but there are few researches on literacy micro lesson,especially on the design of literacy teaching section of primary school Chinese.Therefore,the research on the design of literacy micro lesson of primary school Chinese is helpful to solve the existing problems.Based on multimedia learning theory,elaboration theory and cognitive load theory,this paper studies and analyzes the problems existing in the design of literacy micro class,the attitude of students and teachers towards the use of micro class,and the literacy effect of micro class on primary school students by means of questionnaire survey and case analysis.This study constructs the current literacy micro lesson design from the macro level,analyzes the design methods and steps,and analyzes the causes of the existing problems.From the micro level,this paper constructs the design mode of primary school Chinese low literacy micro class.In order to verify its effectiveness and feasibility,this study carries out a confirmatory analysis combined with specific cases,and finally provides specific suggestions for teachers in the design of literacy micro class of primary school Chinese,especially for the literacy of lower primary school students,hoping to provide some reference for teachers who use micro class teaching or use micro class for literacy teaching.The specific steps,viewpoints and conclusions of this study mainly include the following aspects:The first is to construct the ought to be state of the micro class design of primary school Chinese low literacy by consulting relevant materials and theories.This paper makes clear the objectives and contents that teachers and other micro lesson designers need to grasp in the design of literacy micro lesson in primary school,the principles and methods that micro lesson design should follow,and constructs the micro lesson design mode of primary school Chinese low literacy in theory.Second,through the questionnaire survey of the teachers and students in the lower primary school,the paper analyzes the actual state in the design of the micro class of Chinese literacy in the lower primary school.We find that there are some problems in the design of literacy micro class in primary school: the quality of micro class is uneven,teachers have some mistakes in the standard reading of new words,micro class noise is too large,micro class design level is too low and so on;and we analyze the causes of these problems.Third,on the basis of the previous,put forward the basic strategy of micro lesson design.First of all,this paper defines the goal and content,the basis and conditions of the design of the micro lesson for primary school literacy,and puts forward the principles of the design of the micro lesson: in the design process,the micro lesson should follow the student-centered principle,the combination of fragmentation and systematization,the principle of interest and artistry,the principle of practicality,the principle of mobile device priority,and some methods of micro lesson design According to the principles and methods,under the guidance of the goal and content,the steps of micro lesson design are clear.Through the preliminary analysis,the design of teaching content,the development stage,and the evaluation stage,the literacy micro lesson design is realized,and finally the form of micro lesson is presented.The fourth is to verify the feasibility and rationality of the construction strategy through cases.So that the constructed strategy can better help teachers to provide a strong reference in the design of literacy micro class in primary school.Through the analysis of the case,we further clarify the elements that need to be considered in the design process of literacy micro class,so that the designed micro class can help students better achieve the goal and effect of literacy,and also cultivate students’ aesthetic ability.Fifthly,it puts forward specific suggestions for the design of literacy teaching micro class in the low stage of primary school Chinese.This part will put forward specific suggestions for the design of the micro lesson of primary school Chinese low literacy from the perspective of the designer,the user and the effect evaluation.