Investigation And Analysis Of Chinese Micro-course Teaching Design Based On Context Theor

Micro-class refers to the use of a variety of media forms to show a specific language point or cultural phenomenon in 5-10 minutes,which has the advantages of strong pertinence,flexibility and intuition.In the context of the global COVID-19 epidemic,the traditional offline international Chinese language teaching is facing great challenges,and the Internet-based international Chinese micro-course has begun to play its unique advantages.The existing international Chinese micro-lesson research pays more attention to the teaching content,but there is no micro-lesson teaching design research under the guidance of context theory.The National Postgraduate Chinese Micro-class Competition is the largest micro-class competition at present,which is aimed at the national master of Chinese international education.The award-winning works of the competition have important reference value for the research of pre-service Chinese teachers and micro-class teaching.The concept of context was first put forward by Malinowski,a British anthropologist,in 1923.It refers to the environment in which people use natural language to communicate.Context plays an important role in the proper expression and accurate understanding of discourse meaning.Chinese and foreign scholars have expounded the specific elements and functional classification of context from different perspectives.Based on the previous studies on context elements and classification,combined with the characteristics of micro-class teaching,this paper establishes a framework for the analysis of micro-class teaching context,and takes three micro-class works(21 minutes and 39 seconds in total)as the research object,using case analysis,classroom observation and content analysis.In order to provide inspiration for the teaching design of international Chinese micro-class.First of all,the author establishes a context analysis framework suitable for Chinese micro-lessons on the basis of summarizing the context theory.The analysis framework includes four aspects:the selection basis of context,the overall design,the text design and the visualization design.Among them,text design includes classroom example sentence design and teaching language design.Visual design includes static image visual design and dynamic video visual design.Secondly,by using the classroom observation method and content analysis method,the audio text of the three micro-lesson works is transcribed and viewed.Frequency image collation,and the establishment of micro-class case database.The case database includes teaching examples,teaching language,picture resources and video animation resources of micro-lesson works.Then,using the framework of micro-lesson context analysis,three micro-lesson works,"Possible Complement" and "The emphatic sentence" and "Bu+verb" and"Mei+verb" are studied and analyzed.From the four perspectives of context selection basis,overall design,text design and visualization design,the paper puts forward the following suggestions.It systematically describes the context design and implementation of micro-lesson works from five aspects:micro-lesson teaching language points,context overall structure,classroom example sentences,teaching language,static visualization and dynamic visualization.Finally,based on the case study of micro-class,this paper summarizes the methods and suggestions for the design and implementation of micro-class teaching context.In the part of suggestions,the author combines the results of investigation and analysis of works,the characteristics of micro-class teaching and personal teaching practice.This paper puts forward specific suggestions for the context design of Chinese micro-class teaching from three aspects:language point analysis,example sentence design,teaching language design and visual presentation.In terms of research theory,based on context theory,referring to the important analytical framework in previous studies,and combining with the characteristics of Chinese micro-class teaching,the analytical framework suitable for the research object is extracted.In terms of research theme,the innovative use of context theory to examine the design and implementation of Chinese micro-lesson teaching context expands the research perspective of micro-lesson.The research content of this paper has a certain reference value for Chinese micro-lesson teaching,aiming at Chinese grammar micro-lesson.Teaching theory,teaching practice and teaching design concept update reference basis,looking forward to providing new ideas and enlightenment for the future teaching design of international Chinese Micro-class.