Study On Effective Application Of Micro-classes In Chinese Teaching In Senior High School

In the 21 st century,the process of informationization has changed the way of life of human beings and the way of learning.At the same time,with the "micro" revolution,the education sector has also opened the prelude to the "micro" era——Micro-class.Micro-class is an efficient teaching mode,which has attracted the attention of many scholars and experts.As a new teaching resource,it is applied to teaching and the teaching efficiency has been improved.Chinese language is the essence of Chinese culture and bears the heavy responsibility of inheritance.However,it is influenced by the traditional teaching mode.The high school Chinese language teaching is often boring and inefficient,which makes the students’ literary level not effective.So there is an urgent need to change the current state of teaching.The emergence of micro-classes just makes up for this shortcoming.This study combines micro-classes with high school Chinese teaching in combination with its own teaching practice,focusing on students’ learning ability and exploring the effective application of micro-curriculum in high school Chinese teaching to direct serviceIn the high school language teaching practice.The content of this article is mainly divided into four chapters,which will be elaborated from different angles.Chapter One Introduction.The introduction part mainly describes the research background of the paper,the definition of the concept,domestic the current research status and the research significance and research methods of the paper.Through research on these issues,the author will study the effective application of micro-classes in high school Chinese teaching,so that the author will have a solid theoretical foundation.The second chapter is about the problems and causes of the application of micro-curriculum in high school Chinese teaching.The author passed the teacher andstudent survey question naire,finding that there are problems in the application of micro-curriculum in high school Chinese teaching,namely,slow progress;the teachers’ a bias in the understanding of micro-classes,the inappropriate classroom evaluation criteria for micro-classes.After reflection,the author found out the reasons of these problem,the teacher did not master the micro-class development technology;the purpose of micro-curricular development is not clear;There is a lack of application model;The original classroom evaluation criteria are unreasonable.The third chapter is about the application strategy of micro-classes in high school Chinese teaching.For the problems in Chapter 2 and the resulting reasons,this chapter proposes application strategy.First,change concepts and improve teachers’ professional skills;Second,complement the advantages of each other,develop serialized,thematic micro-curricular resources;Third,expand the way to promote,improve the micro-class platform;Fourth,reasonable design,optimize the teaching steps of micro-class;Fifth,be brave to explore and seek efficient application mode of micro-class;Sixth,Consider comprehensive,design effective classroom evaluation criteriaThe fourth chapter is about the effective implementation of micro-classes in high school Chinese teaching.This chapter combines specific teaching cases’ study on the effective implementation of micro-courses in different educational and teaching sessions(before,during and after class)programs.Finally,the conclusion.The author summarizes the content of the thesis and makes the application of micro-classes to the teaching of high school,looking forward to,as well as pointing out the lack of research.Through the discussion in the above chapters,the author hopes to achieve new teaching resources and traditions in the "micro" era,combining classroom teaching and finding the best match between “teaching” and “learning” in the actual teaching process,so that it will guide high school Chinese teaching effectively.