Micro-course of classical Chinese reading teaching

1. How to play the role of micro-courses in Chinese teaching;

(A) to help students preview science.

Preview is an important part of students' Chinese learning. Teachers provide students with learning resources to preview micro-lessons, which can help students understand the basic knowledge of the text and screen learning difficulties. For example, in order to solve the problem of students' difficulty in understanding Suzhou gardens, the micro-course "Xiaoding Show You" can guide students to intuitively understand Suzhou gardens through image demonstration, writing order analysis, landscape characteristics discussion and writing technique research. It not only reduces the difficulty of the whole teaching, but also improves the efficiency of classroom learning.

(B) to help students consolidate their review.

Reviewing micro-lessons after classroom study can consolidate, digest and absorb classroom knowledge more effectively. For example, after learning Chinese, some students think that they don't understand and master a certain knowledge point thoroughly enough, so they can take a look at the micro-lessons explained by different teachers in the same text. Different teachers have different design concepts, organizational processes, image materials or audio-visual videos, which can help students deepen their understanding of the teaching content and play a role in filling the gaps.

(3) Help students break through difficulties.

The breakthrough of teaching difficulties is an important starting point of teaching. However, students can't fully understand the teaching difficulties in classroom learning, which needs to be consolidated and strengthened. In view of the difficulties in students' Chinese learning, micro-lessons can help students to listen to the teacher's detailed explanation and in-depth analysis. This can expand students' thinking, strengthen the understanding effect and help students break through the learning difficulties. For example, the study of classical Chinese is a recognized difficulty for students. Based on the teaching objectives of classical Chinese and students' learning skills, the micro-course "Six Essentials of Learning Classical Chinese" helps students to sort out the skills of learning classical Chinese well, and requires students to be attentive, attentive and oral. Master five learning skills in the study of classical Chinese: first, the hierarchical reciting method, based on full-text translation, clarifies ideas and recites them layer by layer to avoid rote memorization and realize happy reciting; The second is to think about questioning methods, screen out difficult content on the basis of preview, ask yourself questions and try to solve them, and solve the problem through such a focused learning method; The third is semantic reasoning, which guides students to make semantic analysis and reasoning in connection with context, language environment and knowledge they have learned; Fourth, according to the translation methods, compare notes, find reference books, and use supplementary and deployment methods to implement classical Chinese translation; The fifth method is classified accumulation, guiding students to prepare notes, often summarizing, comparing and accumulating classical Chinese learning, and improving the ability of analyzing classical Chinese words. Students often make up lessons through micro-courses, which can easily break through the difficulties in learning.

2. How to do a good job in reading notes for Chinese micro-classes in primary schools ● Reading notes can be written in the following ways: 1. Note-taking is to copy some sentences and paragraphs related to one's study, work and research when reading.

2. Outline notes are used to record the arguments or main basis in the book in the form of an outline. 3. Abstract notes are the key points of writing a full text, and the content of the whole book is very concise in its own language.

4. Learning notes are a kind of notes to write your own understanding, feelings, experiences, feelings and gains after reading. Reading notes don't mean how you feel after reading them. I posted this to make everyone flexible when completing their homework! ● Guidance of reading notes "Reading without taking notes is like raindrops falling into the sea without a trace."

Although it takes some time to take reading notes, there are many benefits: taking reading notes often can help us further understand and remember the contents of books we have read; Frequent reading notes can cultivate the ability to think and analyze problems independently; Taking reading notes often can enrich knowledge, accumulate information and facilitate frequent review. Taking reading notes often can improve writing ability. Rule 1: set an example and strengthen awareness.

1, a great man's example. 2. Teachers' role models.

To train students to take good reading notes, teachers should set an example, do a good demonstration and often take reading notes. For example, in teaching, I always accompany the students to preview the text, that is, in the process of reading, I don't take notes first, concentrate on reading, and when I encounter bright spots, feelings and doubts, I draw pictures in the book and write notes, that is, I make short tips and comments with short words in the blank of the text, and make various marks in the text (for example, use "△△△" for keywords to make good sentences.

Students are required to cherish the books, make clear and neat notes on the books, and don't get the books dirty, and don't scribble so that the original text can't be seen clearly. You can't make too many symbols. If the whole page is circled and underlined, it will become the focus, that is to say, without the focus, the symbols will lose their meaning.

The meaning of each symbol should be fixed and cannot be changed at will. Rule 2: Teach methods, follow suit, 1, extract.

This is a method of reading notes that should be learned in the middle and lower stages of primary school. Its purpose is to guide students to extract keywords, wonderful paragraphs or famous sayings from reading in and out of class, so as to accumulate language. When abstracting, be faithful to the original text, be careful not to take it out of context, change words and punctuation, and make every abstracted note "few but precise".

"Less" means fewer words, and "essence" means grasping the main points of content. In a paragraph, words that don't need to be extracted before, after and in the middle can be expressed by ellipsis, and every time you read a paragraph, you should indicate which page you copied from the book and who the author is.

If it is extracted from a newspaper or magazine, write down the name and date of the newspaper or magazine, and also indicate the title and author of the article. This is convenient for future use.

() 2. Summary style. Read the article, grasp the center of the article, clarify the organizational structure of the article, divide the article into sections, summarize the writing methods of the article, write down the relevant contents in a certain order, and write notes as an outline.

3. experience. After reading a good book or article, write out your feelings and experiences. This kind of reading notes is called study notes, which is an advanced form of notes.

When writing notes, you can talk about your feelings about the whole article, or you can write your feelings about a certain point of the article, such as the key sentences and paragraphs of the article. We should stick to the original text and highlight the key points. Don't talk about your feelings outside the content of the article. We should pay attention to connecting with reality and catch the sparks in life to express our true feelings.

Often writing about the feelings after reading can improve the ability of reading and composition; You can also increase your knowledge and improve your ability to understand things. It is not easy to guide students to write reading notes. Students often regard reading notes as simple copying exercises, and writing is very irregular. As the saying goes, "everything is difficult at the beginning." When starting to take reading notes, the teacher should ask the students to be serious, keep a certain distance from left to right when writing, and read the words clearly. Otherwise, after reading it, they don't even want to read it themselves, and they can't achieve the goal of accumulating language.

Ask the students to write down their reading notes on the front of the notebook and write down a content at the same time. For students' reading notes at a certain point in time, we should pay attention to guiding students to form the habit of sorting them out regularly. We can take another notebook to sort it out, and sort out the fragmentary knowledge system in the process of sorting it out. We can also organize students to arrange their notes by cutting and pasting.

Rule 3: Suit the remedy to the case and easily write "There is a golden room in the book", which is an old saying of China. But now many children don't realize this. In order to make students develop the habit of taking reading notes, in teaching, I always combine the training of taking reading notes with composition training, so that students can understand that to write a good composition, they must be good at accumulating written materials and taking reading notes frequently, so as to write a good composition.

For example, when instructing students to write the composition "An Autumn Scenery", after students look for autumn activities, organize students to talk about what autumn looks like in their eyes. Students often finish in a few words, and the narrative is not specific because of poor language accumulation. In order to finish homework better, teachers should arrange for students to take reading notes, accumulate some sentences describing the characteristics of autumn, and ask students to take notes. When doing a class composition, students are not allowed to regard it as a document, but are allowed to read reading notes and try to use it properly in the composition. In this way, in order to write a good composition, students take reading notes seriously.

When evaluating students' compositions, teachers should always give students who can use rich vocabulary and expression a "vivid and touching language" evaluation to stimulate students' interest in taking notes. () Rule 4: Create an atmosphere and cultivate interest. Competition is the best teacher. Only when students are aware of the role of taking reading notes and have a strong interest in them can they be motivated to take notes.

In teaching, teachers should be good at creating an atmosphere for students to take notes in a relaxed and pleasant atmosphere. 1. Use the small blackboard every day.

3. What is the role of micro-lessons in Chinese teaching? Overcoming difficulties in learning by micro-lessons.

In the traditional Chinese teaching class, teachers start teaching according to the teaching objectives and teaching difficulties, but they may deviate from the teaching difficulties because of unexpected situations in class or students' inattention and attention shift. Micro-course is mainly to highlight the knowledge of a certain subject (such as the key points, difficulties and doubts in teaching) in classroom teaching, or to embody a certain teaching link and teaching theme in classroom teaching and learning activities. The content is concise and the theme is prominent, which is conducive to overcoming the difficulties in learning.

For example, in Exercise 6 of the second volume of Chinese in Senior One, one of the key points of learning is to memorize and understand the idiom "The mountains are everywhere, the shade is long, and the roots are deep". Because first-year students don't look up idioms in the dictionary like middle and senior students, they only understand them through the teacher's explanation. At this time, micro-video can be used to demonstrate that a small sapling seed thrives through the changing weather all year round, so that students can feel the "deep roots" and "shadow trees" of a big tree, and the growth of a big tree needs to go through "forever"

4. What composition lesson plans have I studied? On the crowded bus, a white-haired old couple stood in the aisle, and the crowd poured in. The old man surrounded his wife with his own hands and resisted the pressure behind him with his thin body. How carefully he protects his wife, his arms are full of peace, warmth and deep love. But is it all because of love? I saw a father and daughter selling candied haws at a roadside stall. My dad took out a crumpled one-dollar bill and bought a bunch. He handed it to his daughter carefully, but the little girl said to her father, "Dad, you eat first!" " "I don't like it." "You must eat!" Father had to take a bite and chew slowly. My daughter saw it and smiled brightly. I was shocked. Love is mutual. After a day's trip, I walked into a flower shop and bought a bunch of carnations for my parents. Let them know that my daughter loves them deeply! I learned to love. It is life that has taught me how to love. Even a positive look, even a cup of strong tea, a thoughtful greeting, as long as the true feelings in your heart are revealed, can be full of precious. This is the true meaning of love! I learned how to love! .

5. How to use interactive multimedia to teach Chinese in primary schools? Advantages of making micro-lessons in primary school Chinese classroom 1. Micro-video is the core content of micro-course integrating multimedia teaching.

The shooting and production of micro-video is the main means of modern educational technology based on multimedia technology. Therefore, micro-video can reflect the vivid, intuitive and interactive characteristics of multimedia teaching, as well as the advantages of multimedia integration and diversity, so as to realize the effective transfer of knowledge and improve the quality of classroom teaching.

2. In line with the learning characteristics of primary school students, the author found in the actual Chinese teaching activities that most students will stay focused for no more than 20 minutes. "Short concentration time" is a prominent learning feature of primary school students, which is determined by their age and psychological development stage. Therefore, primary school students pay more attention to image cognition in the cognitive process.

Micro-course has unique advantages in teaching content and teaching form, and its core content of 5-8 minutes has great adaptability to primary school students. 3. Produce a "more focused learning experience". Although the time of micro-video is only 5-8 minutes, the time is relatively hasty, but this way cuts off the lengthy prelude and afterplay, leaving only the key points and difficulties in the class. Although children only accept a small amount of new knowledge at a time, their attention and understanding of the presented content will be enhanced, thus leaving a deep impression on the course content involved.

Micro-video can improve the effectiveness of Chinese classroom teaching to some extent because of its simple purpose and pertinence. 4. With the help of microteaching, optimize the content and improve the effect. Micro-reflection in the micro-lesson system allows the lecturer to feel and experience his own micro-video organization and teaching situation as an audience, which is similar to the evaluation feedback stage in the micro-lesson teaching process: by playing back the video of his own teaching process, he conducts self-analysis and evaluation, finds out the shortcomings and makes adjustments or modifications.

Instructors can observe the students' reactions in the process of playing micro-videos, which links can arouse their strong interest and which are the places where children are easily distracted. This summary and update will inevitably optimize the teaching content and ultimately improve the teaching effect.

6. How to optimize junior high school Chinese classroom teaching by micro-lessons? Using micro-lessons to understand the content of the text is multifaceted and rich. At the same time, due to the design of teaching materials and students' life experience, students have many difficulties in understanding the content of the text. Micro-course, with its unique scientific and intuitive nature, makes up for the defects of textbook design, shortens the distance between students and texts, and promotes the richness of teaching forms, the optimization of teaching process and the improvement of teaching quality.

For example, when teaching the article Suzhou Gardens, let students know the design features of Suzhou Gardens: make sure that no matter where tourists stand, there is always a perfect picture in front of them. However, many students and even teachers have never been to Suzhou gardens, so it is impossible to analyze the above characteristics; Moreover, there are no illustrations in the textbook, which can not meet the teaching requirements. Then, the micro-lessons of Suzhou gardens can be skillfully used to vividly show students the layout of pavilions, the coordination of rockery ponds, the foil of flowers and trees, the level of close-up, the design of corner doors and windows, etc. , with video pictures, and simultaneously inserted into the teacher's explanation, using the sentences in the text, the painting and the text are integrated.