A Study On The Application Of Micro Video Assisted Oral Chinese Teaching

The progress of modern science and technology and the development of society endue education with new vigor and vitality,which promotes the renewal of educational methods and the change of educational concepts.Micro-video resources integrate sound,image,text and animation into one,vivid image,rich content,which can break the space-time limit and stimulate learning interest.If the micro-video is properly used in the teaching of international Chinese,it can provide help for the teaching activities of teachers through the intuitive and authentic language materials.Based on the relevant research results at home and abroad,this paper sorts out the definition of micro-video,micro-video resources and micro-video assisted teaching,summarizes the theoretical and practical basis of micro-video assisted international oral Chinese teaching,and analyzes the applicability of micro-video in oral Chinese teaching based on the characteristics of international oral Chinese teaching and the advantages of micro-video assisted teaching,which provides a theoretical basis for the practical research in the following paper.This study takes the students of the oral course of New China Academy in Daegu,South Korea as the research object,uses micro-video to assist teaching,and uses the research methods such as literature research,observation,questionnaire survey and practical teaching methods to integrate micro-video teaching with international oral Chinese teaching,and different teaching implementation plans are proposed according to the teaching tasks and teaching objectives at different levels of Chinese proficiency.Through the use of micro-video to teach students in intermediate and advanced oral Chinese class,so as to understand the impact of micro-video on students' Chinese listening and speaking ability,learning interest,attitude and learning habits,and in the teaching experience,based on the micro-video assisted oral English teaching,the following suggestions are put forward: Firstly,when choosing a video,teachers should make reasonable choices and pay attention to videos with moderate difficulty and speed of speech.The video should be within 5 minutes;Secondly,when making micro videos,if the students' Chinese level is not good or there is something difficult to understand in the videos,the teacher should try to add subtitles in the student's native language or intermediate subtitles to help them understand the video content;Thirdly,in the process of using micro-video in class,the teacher should adjust the playing times and video speed according to the students' acceptance;Fourthly,combined with micro-video,in the design of classroom activities,teachers should pay attention to students' pronunciation training,and try to explore the cultural value in the video,combining oral Chinese teaching with cultural teaching;Fifthly,teachers should play a good role in guiding learning and help students make full use of micro-video learning whether in class or after class.