| The goal of non-continuous text reading has been added to the Compulsory Education Language Curriculum Standards(2011 Edition).Reading non-continuous text has become the focus of the Chinese educators.The existing research has been carried out in terms of the types of non-continuous texts,the overall teaching status,and teaching strategies.Relatively speaking,the research on the non-continuous text reading teaching for charts is scarce,and only a few studies lack detailed analysis.On the other hand,along with the rise and development of micro-courses in China,the application of micro-courses in primary school Chinese teaching has gradually deepened,but the current research on the combination of micro-courses and non-continuous texts reading teaching in primary schools is not specific enough.In response to these shortcomings,this topic researching questions: exploring the microcourses design of non-continuous text form reading in primary school Chinese teaching.A form is a type of non-continuous texts.This topic selects the fifth grade primary Chinese textbook published by the People’s Education Press.By comparing the form materials in the textbook,the form with the title of "The Evolution of Chinese Characters" is selected,and the corresponding micro-courses teaching is designed.Case study was conducted to implement the micro-courses for the fifth-grade and first-class,third-class students of A School in Qingbaijiang District,Chengdu.The ADDIE instructional design model was used to design the micro-courses,and the use of literature,quizzes,classroom logs,peers consultation and other methods to collect all kinds of similar information.Through the literature collation and peer consultation,the existing research results are collected,the content and characteristics of the fifth-grade form non-continuous texts are studied,the micro-courses design principles and the characteristics of the fifth-grade students are discussed,and the teaching objectives of form reading are formulated,the logic of the form and the content of the form,the teaching link of the form reading,courseware production,script writing,the recording form suitable for the reading of the form,etc,the micro-courses of the form reading teaching are designed,and the micro-courses is implemented.Through the classroom log and test method to judge the effect of micro-courses design,explore the degree of achievement of the teaching objectives.The results show that although the academic situation is different,most students in the two classes can learn the vertical and horizontal reading order of the form through the micro-teaching,and can use the methods learned to read other similar forms,which will be obtained from the form.The required information has reached the established teaching objectives of “knowledge and ability” and “process and method”,but a few students are still unable to achieve their goals.Teachers did not fully consider the individual differences of students,and did not design micro-courses for individual differences of students.Therefore,it is also possible to make some adjustments to the implementation of the micro-courses design of the form teaching,including teachers design a micro-courses series based on individual differences among students,students repeatedly watch micro-courses,teachers can post micro-courses videos to relevant educational websites,conduct in-depth discussions with more language educators,reflect on the design of micro-courses in form teaching,and further improve the design of micro-courses.This topic provides new research ideas for the teaching of micro-courses of form,further enriches the research on non-continuous texts reading teaching and microcourses application in primary Chinese and develops micro-courses design of non-continuous texts in primary school Chinese teaching,which is conducive to students passing micro-courses learning,learning to read non-continuous texts independently,also provide reference for front-line teaching. |
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