Micro Lecture Design And Production Of First-year Student's Chinese Book(Volume ?) Edited By The Department Of Education

The development of information technology makes education more possible.Micro teaching comes into being in this information age.The short and concise features of micro teaching have been paid much attention to by the educational circles,but problems have appeared in the actual teaching.In many areas and many schools,first-line teachers can not design and produce micro classes just because they have heard about micro lessons,and some of them have been trained in micro lessons,but they seldom use them in practical teaching.In this context,the Department has gradually begun to replace other versions of language teaching materials,which has put pressure on front-line language teachers and increased their workload.For this reason,this study,in line with the application of micro lesson research,tries to compile the first grade Chinese textbooks for example,to provide practical guidance for the design and production of micro lesson.It is discussed in four parts:The first part expounds the background and significance of the study,then combs through the literature review and the interview,combs up the current situation of the study of micro lessons at home and abroad and the current situation of the use of micro lessons in the first-grade Chinese classroom,thus making clear the research idea and method of the study.The second part summarizes the concept of micro teaching and puts forward the theoretical basis of this study.In the third part,based on the teaching process of teaching design of micro courses,the first class teachers are guided to design teaching based on micro lessons through the whole process of learner analysis,teaching objectives,teaching content,teaching strategy and teaching evaluation.Secondly,it introduces how to make micro lessons in order of teaching project design,script design and micro lesson production,and introduces four different micro lesson production methods in detail.The fourth part develops a case for the reference of the first-line teacher.