A Practical Study On The Development Of English Micro-lessons At Primary Schools From The Perspective Of Curriculum Leadership

In the era of Internet+,where information technology is rapidly developing,Weibo,We Chat,and micro-movies have been born one after another.The application of “micro”technology has also entered the field of education.Micro-lessons,this small and refined curriculum form came into being.And flourish.Compared with the whole course recording of teaching video in the past,micro-lesson is a new type of digital resource.It has its own advantages,and it has attracted the attention of the public with its characteristics of short and precise,heavy and difficult,and rich in teaching style.For English teaching,micro-lessons have a more important role to play.Primary school English is an important basic subject.It requires multiple levels of listening,speaking,reading and writing training.Primary school English micro-lesson can play an important supporting role in these aspects.Moreover,the "Compulsory Education English Curriculum Standards" clearly states that teachers should use a variety of channels to fully develop curriculum resources,which means that the characteristics of primary school English courses also determine the inherent needs of micro-lesson resources.In primary school English teaching,rich micro-lesson resources can help improve the effectiveness of teachers’ teaching and help students to obtain a good learning experience.Therefore,the emergence of micro-lessons just caters to the requirements of the English curriculum.This paper explores the definition and significance of micro-lessons by consulting relevant literatures,and studies related theories.Through the investigation of the current situation of English micro-lessons in T-school in Longhua District,Shenzhen,we can understand the current attitude of primary school students on English micro-lessons and realize the implementation of primary schools.Advantages and feasibility of English micro-teaching teaching,understanding the current situation of micro-lesson development of first-line English teachers in primary schools,discovering the problems existing in the development of primary English micro-lessons,and summarizing the main factors affecting the development of primary English micro-lessons.The difficulties encountered by primary school English teachers in the development of micro-lessons,the suggestions for promoting the development of English micro-lesson in primary schools,and the specific strategies for teachers to develop primary school English micro-lessons,look forward to the theory of practice and practice,to provide theory to the majority of front-line teachers.References and method guidance to help them effectively use relevant information technology to develop English micro-lessons suitable for their own teaching situation,promote the promotion and application of micro-teaching teaching resources,improve teachers’ work efficiency,and students’ independent learning level.At the same time,the actual participation of front line teachers will also promote the research and enrichment of micro-lesson related theories,promote the deep theoretical research supporting micro-lessons,and contribute to the in-depth research and popularization of micro-lessons.In particular,the sharing of resources for the development of English micro-lessons can also reduce the workload of primary school English teachers to a certain extent,so that short and small micro-lesson resources that match the characteristics of primary school students,improve attention time and short understanding,and weak understanding ability.The learning efficiency of primary school students has specific practical significance.