Research On The Teaching Design Of Chinese Complex Sentence Micro-Lecture Based On Demand Analysis

After entering the 21st century,with the continuous development of information technology,the level of international Chinese education in information and digital is constantly improving.In addition,in recent years,under the influence of the novel coronavirus epidemic,various emerging online teaching resources have developed rapidly.Among them,micro-class has attracted more and more attention for its "short and concise"and in line with learners’ "fragmented" learning needs.In the field of international Chinese education micro course,the National Chinese Teaching Micro Course Competition for graduate students has been successfully held for four times,and the "Global Chinese Teaching Micro Course Exchange Exhibition" co-sponsored by the Chinese Language Alliance and Beijing Language and Culture University Press has been successfully held for two times,producing a lot of micro course works.The statistical analysis of the existing Chinese micro-lesson resources is of certain value and significance for the three-dimensional resource construction of international Chinese education.Therefore,based on learning theories such as constructivism,this paper aims to focus on learners’ needs and micro-lesson works with complex sentences in content,and strive to understand learners’needs for micro-lessons and explore the overall situation and characteristics of Chinese complex sentence micro-lessons in teaching design,so as to provide references and suggestions for the teaching design of complex sentence micro-lessons in the future.With the help of relevant theories of pedagogy,psychology and anthropology,and research methods such as classroom observation,in-depth interview and grounded theory analysis,this paper discusses the existing problems related to the teaching design of Chinese complex sentence micro-lessons and the needs of Chinese learners for micro-lessons,and then puts forward relevant suggestions for the design and construction of Chinese micro-lessons.This paper intends to answer the following questions:What is the overall situation of the teaching design of complex sentence micro-course in Chinese micro-course competition?What are the characteristics of complex sentence micro Lesson in Chinese Micro Lesson Competition?What are the problems?What can be improved?What are Chinese learners’understandings and views on Chinese micro-lessons?What is the demand for micro-lessons?What kind of micro lessons are more conducive to their learning Chinese?The full text is divided into five chapters,the specific content is as follows:Chapter 1:Introduction.This chapter mainly explains the origin of the research,research questions and research significance,sorts out the relevant theoretical basis and literature review,and finally introduces the research methods,logical framework and content arrangement of this paper.Chapter 2:Analysis on the teaching design of complex sentence micro class.This chapter analyzes 52 research samples from the perspective of instructional design to explore their advantages and disadvantages.Chapter 3:Rooted analysis based on in-depth interview of learners’ needs.Through in-depth interviews with Chinese learners,this chapter further analyzes and studies Chinese micro-lessons from the perspective of demand.Chapter 4:Suggestions on teaching design of complex sentence micro class.This chapter puts forward relevant suggestions according to the existing micro-lesson forms and the micro-lesson forms that learners need.Chapter 5:Conclusion.This chapter summarizes the research conclusions of the full text,points out the innovations and deficiencies of this research,and finally makes research prospects.Based on the research portrait of the existing complex sentence micro-lessons and the analysis of learners’ needs,this paper puts forward suggestions on the teaching design of complex sentence micro-lessons from four dimensions,namely,curriculum,teacher,teaching and platform,according to the existing complex sentence micro-lessons form and the micro-lessons form learners need.They are as follows:"curriculum" is the primary task to improve the quality of micro-lessons,and curriculum design should be short and concise;Curriculum presentation should adopt "teacher integration";Course subtitles should be accurate and diverse."Teacher" is an important guarantee to improve the quality of micro-class.Teachers should change the teaching language and increase the understandable input.Adjust teaching speed,make good use of body language;Strengthen the interaction between teachers and students and innovate the way of interaction."Teaching" is the core to improve the quality of micro-class.Teaching design should be situational and life-oriented.Teaching structure should be clear,component should be complete;Teaching media should be diversified and interesting."Platform" is a strong support for improving the quality of micro-class.It is necessary to build a professional micro-class platform for Chinese and build a high-quality learning environment.Strengthen the construction of platform elements to improve online learning experience;Increase supporting facilities,improve the level of interaction.The main innovations of this paper are as follows:First,this paper focuses on the exhaustive analysis of all complex sentence micro-courses in the three National Chinese Teaching Micro-course Competition for postgraduates and the first "2021 Global Chinese Teaching Micro-Course E xchange Exhibition",with rich samples and large coverage;Second,this paper combines the portrait analysis of Chinese complex sentence micro lesson works and in-depth interview analysis of learners’ needs to draw some conclusions that are helpful to practice,and provides references and suggestions for the teaching design of complex sentence micro lesson.