The Micro Video In The Primary School Chinese Teaching Practice Research

Along with the rapid development of knowledge economy, the learning style of people tends to be more simple and efficient.In the field of education, learning methods, learning resources are also affected by the "micro age", correspondingly micro course, micro learning,micro video emerge.In this study, we defined and explained the relevant concepts of micro video teaching, and then according to the current situation of rural primary school, the flaws of traditional Chinese teaching, the application feature of the micro video in Chinese teaching,the content of the fourth grade Chinese learning and the characteristics of fourth grade students, combining the basic theory of the micro video in the teaching application, we analysised the research basis of micro video application in Chinese teaching in primary school grade four, providing a certain basis for later practice.In this study we took students in huaxi primary school fourth grade class 1 and class 2 as tracking teaching research object. class 1, as the experimental class, was taught by micro video, while class 2, as the comparative class, was not.We adopted literature method, observation method, interview method, questionnaire survey. Through the use of micro video to huaxi fourth grade students in Chinese teaching, we learned the effect of micro video teaching to huaxi fourth grade students’ literacy and writing, reading, exercise, oral communication, comprehensive learning ability and attitude to Chinese learning, and constantly sum up experience in teaching.By comparing students’ earlier and later learning attitude and scores, comparing the different between traditional model and with the help of micro video we analysised the effect of micro video in the whole process of Chinese teaching on the basis of students’ literacy and writing, reading, paper, oral communication and comprehensive study.We concluded that the reading, oral communication and comprehensive learning level of experimental class increased, writing level still needs long-time accumulation;Experimental class students’ classroom performance are better than that in comparative classes;Experimental class students’ Chinese learning attitude and grades significantly improved.