Research On Development Of Chinese Micro-lecture Based On Key Competencies In Primary Schools

Under the era of the information age, Micro-lecture became the hot topic, how to development and design the micro-lecture efficiently and scientifically became a hot topic. The research on micro lecture is focus profile to quality further. The micro- lecture widely used in school instruction provides a path to curriculum reform. Because of the subject and students characteristic, the Chinese micro-lecture became the main areas in primary school. How to keep the right direction and efficacy of Chinese micro-lecture in primary school, become a pressing issue. On the other hand, with the wave of key competencies both in international and domestic, key competencies became a new educational concept and provided a direction to deepening the curriculum reform and morality education, meanwhile, the train of key competencies based on subject key competencies. Combination of micro-lecture and key competencies can produce the desired chemical reaction? In the driven of possibility and necessity, study on development of Chinese micro-lecture based on key competencies in primary schools.Focus on key competencies and micro-lecture, the study discuss the meaning of Chinese key competencies in primary school first, then based on the present situation of Chinese micro-lecture, proposing the development ideas and process, choose “The Destruction of Old Summer Palace” to be the case, finally conclude development proposals.Introduction part mainly includes the argumentation about the problem, the definition of key concepts and literature review of related subjects, provide the theoretical basis for the study.The second part expounded interpreting implication. Try to interpret the Chinese key competencies of primary school on the perspective of ontology. Explained the connotation of Chinese key competencies of primary school consisted of four aspects based on the conceptual reference framework, the first is the cultivation of language ability, the second is the cultivation of Chinese thinking, the third is the excitation of aesthetics consciousness, last is the understanding of culture. At the end of the chapter, describe the three characteristics of Chinese key competencies of primary school, foundational,generative and situational.The third part expounded describing situation. Adopting interview and case analyze to get information in order to understand the present situation of the Chinese key competencies of primary school. Founding some problems in the development of Chinese micro-lecture in primary school, for example, the weak of curriculum property, develop the curriculum singly, the generalization and deficiency of knowledge points, the insufficiency of exploration and interaction.The fourth part expounded development ideas. First analysis the feasibility of development of Chinese micro-lecture based on key competencies in primary schools, then propose the developer of micro-lecture, including teacher, student, curriculum experts and internet worker. The development of Chinese micro-lecture based on key competencies in primary schools must follow the principle of systemic, the principle of focal, the principle of situational, the principle of interactive. Finally, the key competencies will be the development orientation of Chinese micro-lecture in primary school.The fifth part expounded development process. Divided the development of Chinese micro-lecture based on key competencies in primary schools into five stages based on the model of ADIIE, respectively, the pre-analysis of micro-lecture, the design of micro-lecture content, the development of micro-lecture, the implementation of micro-lecture, the evaluation of micro-lecture, and discuss each stage detailed.The sixth part expounded case analysis. According the development ideas of Chinese micro-lecture based on key competencies in primary schools, take “The Destruction of Old Summer Palace” as an example, developed four kinds of curriculum about language ability, thinking training, aesthetic art, culture inheritance.The seventh part expounded development suggestions. Firstly, strengthening the design and develop systematically. The second, promoting the connection between Chinese key competencies of primary school and micro-lecture. The third, strengthening the construction of implementation platform of Chinese micro-lecture in primary schools. The fourth, strengthening the function of interaction and feedback of Chinese micro-lecture in primary schools. The last, focused on team building of Chinese micro-lecture in primary schools.