Wei ke Shi Ming Chinese classical Chinese classroom

1. How to "light up" junior high school Chinese classroom with micro-lessons, and understand the rich and varied contents of the text. 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.

2. How to give full play to the role of micro-lessons in Chinese teaching: (1) Help students to 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.

3. 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.

4. 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"

5. How to play the role of micro-courses in Chinese teaching? 12 at least 0.27 yuan for library members to view the complete contents > NN How to play the role of micro-courses in Chinese teaching: (1) Help students to preview scientifically.

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, Xiaoding will take you through image demonstration, writing sequence analysis and landscape feature exploration 32313353236313431331363533e59b. 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. The micro-lesson "Six Essentials of Learning Classical Chinese" is analyzed in detail from the teaching objectives of classical Chinese and students' learning skills to help students sort out the skills of learning classical Chinese.

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.

7. How to play the role of micro-class in junior middle school Chinese classroom? On the Optimization Function of Micro-class in Junior Middle School Chinese Classroom Abstract: With the coming of "internet plus" era and the continuous development of information technology and education reform, micro-class has also appeared.

After the development of information technology to a certain extent, it is bound to be related to education, and micro-course teaching can improve students' learning enthusiasm. In junior middle school Chinese teaching, students should not only master vocabulary, but also strengthen their reading ability and writing level, which can be achieved by using modern teaching methods.

This paper analyzes the optimization function of micro-lesson in junior middle school Chinese classroom teaching. Keywords: micro-class; Junior high school Chinese; Micro-class in classroom teaching is a new teaching mode, which can make junior middle school Chinese teaching break through the limitation of time and space and create a real teaching situation.

In teaching, teachers play teaching content for students through small videos, so that students can better understand the content of Chinese teaching, make students clear the main idea of the article, feel the connotation of the article, improve students' interest in learning, strengthen students' dominant position, and promote the overall improvement of junior high school Chinese teaching level. First, the meaning and characteristics of micro-courses. The carrier of micro-lesson is video, which records the teaching activities carried out by teachers around each knowledge point or teaching link in the classroom teaching process.

Video in classroom teaching is the core part of micro-course, and there are teaching resources such as teaching design, reflection, practice, feedback and comment, which create a small environment through organizational relationship and presentation. Micro-course is different from traditional single teaching resources such as courseware, design and reflection, and it is a new teaching resource developed on its basis.

Compared with multimedia teaching, micro-courses have shorter teaching time and less teaching content. Second, the application of micro-lessons in junior high school Chinese classroom teaching 1. Activate the classroom atmosphere and guide students to understand the teaching content. Chinese teaching in junior high school contains a lot of knowledge, but many contents in the textbook design are not suitable for students' real life, which makes students encounter certain difficulties in understanding the text.

Micro-course teaching is more scientific and vivid, which can effectively make up for the shortcomings in textbook design, narrow the distance between students and texts, optimize teaching forms and processes, and enable students to better understand Chinese content and acquire knowledge and skills. For example, when studying Suzhou Gardens, teachers should let students know the design features of Suzhou Gardens and present beautiful pictures in front of students, but many students have never been to Suzhou Gardens, let alone analyze these features, and there are no illustrations in the teaching materials, which cannot meet the learning needs of students.

Through the micro-teaching, the flowers, trees, pavilions, rockery ponds, doors and windows in Suzhou gardens are vividly presented, and then the teacher explains them with the words in the book, which can be integrated into one. Students can enjoy the beautiful scenery of Suzhou gardens, listen to music explanations, and then analyze and study the overall layout, collocation and color of Suzhou gardens, which can give students a more real feeling, deeply understand the artistic conception of Suzhou gardens and feel the superb level of ancient garden art and craftsmen.

2. Optimize teaching methods to improve students' interest in learning. The most important thing in junior middle school Chinese teaching is to create situations. A good beginning is half the battle, and a good situation design can lay the foundation for the realization of Chinese classroom teaching effect.

Using micro-lessons in Chinese teaching can better attract students' attention and guide them to think and learn Chinese knowledge. For example, when learning Mulan poems, teachers can use the theme song of the movie Mulan to import, and then play relevant movie video clips, so as to catch students' attention through tragic pictures, melodies and pleasant lyrics, and then learn the text content through movies, so that students can explore what Mulan really looks like, and their enthusiasm and interest in learning will be greatly improved, thus further learning knowledge.

Stimulate students' interest and enthusiasm in learning through video teaching of micro-courses, so that students can obtain information and knowledge while watching, and achieve good teaching results. 3. Micro-course composition teaching, strengthening students' interest in writing life is an important source of composition writing, and real life brings vitality to composition writing.

However, many junior high school students have a headache about composition writing and think that there is nothing to say, which is also a difficult problem for junior high school Chinese teachers. Students' interest in writing is not high, and the articles written have no true feelings and highlight the vitality and color of the articles. This is mainly because students' composition writing is not based on real life, behind closed doors, unable to feel the power of social development and progress, and unable to feel the fresh breath of the development of the times.

Using micro-lessons in junior middle school Chinese writing teaching can give full play to the intuition and authenticity of micro-lessons, make students closely linked with social reality, effectively fill the gaps in students' minds, improve students' interest and desire in writing, write their own true feelings and improve the quality and level of composition writing. For example, when instructing students to write a composition on the topic of "gratitude", the teacher can play a CCTV public service advertisement video for students, "Parents are the best teachers for children."

In the video, the mother washes her grandmother's feet, and the child also washes her feet with a basin of water after seeing it. In this touching atmosphere, give students an immersive feeling and arouse their gratitude to their parents, teachers and society. In this environment, students can have something to say and the quality of writing will be improved. Micro-lessons can play videos, images, words and sounds intuitively and vividly, create a relaxed and colorful learning atmosphere for students, make teaching more lively, make students get intuitive feelings, strengthen emotional experience, make students actively participate in Chinese teaching, gain more Chinese knowledge, cultivate emotions and thoughts, strengthen students' comprehensive quality and ability, and promote the smooth realization of junior high school Chinese classroom teaching effect.

Reference: [1] Liu Zhifeng. Effective application of micro-lessons in Chinese classroom teaching in senior high schools [J]. Drama House, 20 15. [2] Qin Yan. How to play the role of micro-class in junior middle school Chinese classroom [J]. Guangxi education, 20 15, [3]