Practice Research On The Chinese Teaching Assisted By Video Resources In Primary Schools

With the coming of information era, the people's life-style and learning style have changed dramatically. As a kind of popular modern resource, the video resources are applied to assist the classroom teaching, which is a trend with the combination of the video resources and Chinese teaching as an important example. Considering the unique value and role of the video resources,they are increasingly applied in classroom. Also, the application of them has yielded strong reaction. As a result, the learning enthusiasm of students and the teaching efficiency of teachers are improved to some extent, which means that the video resources play a key role in teaching.Further, the introduction of video resources can create a fair atmosphere for students to feel the beauty, create the beauty, develop their comprehensive quality, and improve their humanistic quality. Hence the video resources provide favorable conditions for Chinese education and development of comprehensive quality of students. If we can make effective use of the video resources, we shall better activate the classroom and fulfill the teaching tasks, which shows the important significance for today's curriculum reform.In this paper, the issue of applying the video resources to assist Chinese teaching is studied in four chapters. Chapter 1 includes research background, contents, methods, and significance. In Chapter 2, the questionnaire method is used for knowing the present situation of Chinese teaching assisted by video resources in primary schools, including the questionnaire for students and that for teachers, thus the problems are fed back. Chapter 3 includes the theoretical basis and effects of incorporating the video resources into the Chinese teaching in primary schools. Chapter 4proposes the strategies corresponding to the problems encountered in practice, and provides a practice research on incorporation of the video resources into the Chinese teaching, including the examples of three aspects—Chinese phonetic teaching and literacy education, ancient poem and reading, and also oral language and writing teachings. Finally, the conclusions show the author's viewpoints toward the issue from this research.