How to carry out micro-course teaching reasonably in primary school English teaching

With the continuous breakthrough of information technology, the rapid popularization of Internet and mobile communication network, human society has also entered the micro-era. Weibo and WeChat are full of people's lives, changing the way people receive information. Under this background, micro-courses came into being, which played an inestimable role in the field of education and teaching, impacted the traditional classroom teaching, added splendor to the current teaching of various courses, and endowed the education and teaching work with brand-new characteristics in the new era.

The so-called micro-lesson refers to the audio or video that explains a knowledge point in five to eight minutes by using multimedia technology based on teaching design ideas. In education and teaching, the content of micro-teaching is "dotted" and fragmented. These knowledge points can be the interpretation of teaching materials, the explanation of problems, the induction of test sites, the explanation and display of methods and teaching experience. Micro-class is an effective supplementary form of classroom teaching. Micro-courses are not only suitable for knowledge dissemination in the era of mobile learning, but also meet the needs of learners' personalization and deep learning.

As an important compulsory course in basic education, primary school English naturally needs to try and explore the application of micro-courses. Next, according to my own thinking and understanding of micro-courses, I will talk about some effective strategies for applying micro-courses to English teaching in primary schools.

First, teachers can introduce micro-lessons in pre-class preparation.

Teachers can take pictures of difficult grammar knowledge in their spare time to make micro-lessons, collect and integrate them and put them on the school website. Whenever students come into contact with new knowledge, teachers can arrange for students to watch and preview at home in the evening in advance, so that students can understand the learning content first, encourage students to think in the process of watching, and bring the problems they encounter to class to discuss with teachers and classmates. Micro-course has become an important carrier here, which can not only be watched repeatedly and controlled randomly, but also be counted through network technology. It is really the best of both worlds.

For example, before teaching the general past tense, the teacher can design a way to tell a story with the memories of an old man, interspersed with subtitles of the past tense in the story, so that students can easily understand the concept of the general past tense driven by audio-visual senses, and then help students summarize and show corresponding exercises at the end of the story. Students can try to practice while watching the micro-lesson, and after reading it, they can also leave a message to the teacher's blog to put forward their own suggestions and what they don't understand, so that the teacher can

Second, teachers can introduce micro-courses in the introduction of new courses.

The introduction of new courses is particularly important in the whole classroom. If properly guided, it can quickly attract students' attention. Therefore, teachers can introduce micro-lessons in this link, and use the characteristics of micro-lessons, such as intuition, dynamic pictures and strong pertinence, to design some novel questions, attract students' attention and quickly introduce students into the theme. This not only solves the trouble that oral instruction and task-based instruction can't arouse students' interest, but also guides students to cooperate with each other and truly achieve the effect of "flipping the classroom".

For example, when teaching the part of plant growth, the teacher can record a micro-lesson on tomato growth in advance, demonstrate how to grow tomatoes step by step, and show the English expression of each step with subtitles, so that students can experience the expression of each step and every link in just five minutes. In addition, you can also add a small video of students growing tomatoes after class. Students will be deeply attracted by their classmates' planting process and achieve good results in the introduction of new courses.

Thirdly, teachers can introduce micro-lessons into dialogue practice.

1. Correctly understand and grasp the essence of dialogue teaching according to the Outline.

Outline is the new curriculum standard. According to the new curriculum standard, one of the tasks of English course in basic education stage is to enable students to master certain basic English knowledge and listening, speaking, reading and writing skills, and to form certain comprehensive language application ability. Students should form their communicative competence through a large number of specialized and comprehensive language communication activities, so as to lay the foundation for real communication. In dialogue teaching, teachers should not only ask students to master the language materials provided by textbooks, but also guide and encourage students to apply the language they have learned to real life and fully display the communicative function of language.

2. Design exercises according to "Ben" to improve the intrinsic value of exercises.

"Ben" is a dialogue text. English dialogue texts can be roughly divided into three types: situational, structural and informative.

In the consolidation and expansion stage of dialogue teaching, teachers should try to avoid rigid text expression, but should reasonably choose and design the practice form and content based on dialogue text, encourage students to consolidate and apply what they have learned through various forms of activities, and cultivate their language application ability.

For example, common dialogue texts are situational, structural and informative. Taking situational dialogue text as an example, it is characterized by strong situational, less repetition of language points and weak substitutability. In view of this kind of dialogue, teachers can help students record their performances with video recorders before class to create scenes and encourage students to perform dialogues in class. For example, Halloween can be recorded by video. After the students perform, the teacher injects the western culture about this festival and the differences between foreign festivals and China festivals into the micro-lesson. Let students feel the dialogue is no longer a flat understanding, but a real three-dimensional sense.

In a word, micro-lessons are short and pithy, with one topic and one key point, all designed to solve difficult problems in students' study, which is very suitable for students to study by themselves. Time and place can be freely chosen, and there is a lot of room for autonomy, as long as there is a desire to learn. Adapting to different students, the video playback speed can also be adjusted independently, so that students of different degrees can control the video speed according to their own foundation and acceptance. Because the video can be played repeatedly, students who are usually slow to respond and embarrassed to ask questions can watch it again and again calmly, which solves the problem of the transformation of underachievers.

In addition, doing micro-courses is the process of micro-research. In actual teaching, front-line teachers make the process of finding, analyzing and solving problems into micro-lessons, which is simple and practical, and it is a process of teaching reflection in itself, which can effectively promote teachers' professional growth. Micro-courses facilitate the spread of Internet and mobile devices, facilitate the exchange of teaching experience and teaching methods among teachers, help teachers manage knowledge, effectively promote teachers' professional development and improve teaching effect. Micro-courses are simple to make and novel in form. The accumulation, sharing and communication of resources through micro-courses can effectively improve teachers' self-confidence and sense of accomplishment, and improve their ability to integrate subject teaching with information technology.