A Study On The Application Of Micro-class In Chinese Reading Teaching In Rural Primary Schools

To lesson the application effects of the problem of this study,according to the "micro lesson application-micro class in primary school Chinese teaching,the application of micro-the application of class in rural primary school Chinese reading teaching" order to comb the literature of the lesson,lesson learned for micro application research in the field of basic education is more,but the application of micro class in rural primary school teaching research little.Therefore,this study takes the application effect of micro-lessons as the research topic to explore the influence of micro-lessons on improving Chinese reading teaching in rural primary schools.Before the experimental study,100 students from grade D primary school were selected as the experimental research subjects,and a questionnaire survey was conducted on them.It was learned that nearly half of the students had been exposed to and were interested in micro-lessons.At the same time,interviews were conducted with all the Chinese teachers in D primary school,and it was learned that the young teachers were more interested in the application of micro-lessons and had certain production and operation abilities.While the older teachers affirmed the application effect of micro-lessons,they proposed that teachers should pay more attention to the improvement of their own teaching ability and subject quality.Based on the above investigation,the experimental scheme is improved,and the overall design of the application mode of micro-class in the rural primary school Chinese reading teaching is designed,including three parts: pre-class preview,in-class application and after-class preview.The content is mainly divided into four types:scene writing,narrative,observation and ancient prose.Make compulsory education by the Ministry of Education language textbooks of Chinese textbook for grade four top volume,for example,for different genre,micro link with the effect of different class application,select "watch the tide","climb the Tiandu mountain","the Boston ivy’s feet" and "jingwei reclamation" four text as the class application design case,its application more clearly present micro class teaching mode.A 2-month comparative experimental study was carried out.Class 1,grade 4was the experimental class,which was taught by micro-class.Class 2,grade 4 was the control class,which was taught by traditional teaching method.During the experiment,the teaching objectives and teaching progress of the two classes were the same as those of the teachers.After the end of the experiment,SPSS19.0 was used to conduct a horizontal and vertical comparative analysis on the Chinese reading scores of students in the experimental class and the control class before and after the test.After the end of the experiment,50 students in the experimental class were interviewed.Through the interview,it was found that the application of micro-class in Chinese reading teaching could improve students’ learning interest and contribute to their Chinese reading learning.At the same time,some problems are also reflected in the application process of micro-class: some students’ poor self-consciousness and self-control are not conducive to autonomous micro-class learning,the contradiction between students’ active thinking time and their thirst for knowledge,the irreplaceable role of teachers’ guidance,and the lack of online interaction and communication function of micro-class.In the future,it is necessary to pay more attention to students’ learning needs and improve the application mode of micro-lessons,so that micro-lessons can better serve the teaching of Chinese reading in rural primary schools.