The so-called micro-course refers to the whole process of teaching activities carried out by teachers around a certain knowledge point or teaching link based on certain teaching ideas and with video as the main carrier. In teaching, the contents taught in micro-courses are generally dotted and fragmented. These knowledge points can be textbook understanding, topic elaboration, summary and expansion, as well as knowledge explanation and display of skills such as method teaching and teaching experience. Below, the author will talk about the effective use of micro-courses in classroom teaching with specific examples.

First, effectively break through the difficulties of reading guidance.

Reading aloud is a very important part of Chinese teaching, and Chinese curriculum standards also put forward different requirements for reading aloud in each section. Therefore, in order to read correctly, teachers should not only help students clear up word barriers, but also sometimes need to teach students some knowledge about reading.

For example, the article "Guilin Landscape" in the fourth grade (Volume II) contains the knowledge of tone sandhi of the word "ah". In paragraphs 2 and 3 of the article, "The water in Lijiang River is really quiet … The water in Lijiang River is really clear … The water in Lijiang River is really green … The mountains in Guilin are really strange … The mountains in Guilin are really beautiful … The mountains in Guilin are really dangerous …". Therefore, how to read the "ah" at the end of the sentence has become the focus and difficulty of teachers' reading guidance.

At this point, teachers can design a micro-lesson with the knowledge of "ah" tone sandhi as the content. In a short video, the teacher can explain six relationships between the word "ah" and the phoneme at the end of the previous syllable, so that students can understand how the pronunciation will change when "ah" is at the end of different words. This kind of micro-lesson is suitable for preview before class. In class, the teacher can listen to the students read aloud with a flick and easily correct their incorrect pronunciation. This kind of micro-lesson not only effectively breaks through the difficult problem of reading teaching, but also saves teachers' complicated classroom explanations, providing an open and free space for students' autonomous learning.

Second, effectively cultivate students' habit of writing correctly.

Literacy is a very important link in Chinese teaching in primary schools. Therefore, it is particularly important to guide students to correctly master the shelf structure and stroke order of Chinese characters.

For example, in Seven Diamonds, the third grade of People's Education Press, it is one of the teaching goals to let students master and correctly write three words: pharynx, saliva and foam. Therefore, teachers can animate the writing process of Chinese characters with appropriate explanations to emphasize the characteristics of new words and the details that should be paid attention to when writing. They can also warmly remind students of the basic posture of writing, such as straight head, flat shoulders and straight back, and pay attention to "one punch", "one foot" and "one inch". When the students master these essentials, the teacher can correct the students' incorrect sitting posture and grade them with a red pen when rewriting.

Third, effectively expand the knowledge cohesion inside and outside the textbook.

Grade two (1) "China Garden II" is about the knowledge of using radicals to look up dictionaries, and it is the teaching of the skills of using reference books, which belongs to the teaching focus. But there is no mention of word order search in the second grade textbook. So, can you do a micro-course on word order search? Of course. The design idea can start with the words that students can't write in their diaries, and introduce the word order, syllables and search pages in the dictionary step by step, so that students can master the steps of word order search.

This kind of micro-lesson allows students to watch it in their spare time, and teachers can check the learning effect in class, which not only saves time and is efficient, but also effectively improves students' autonomous learning ability.

Fourth, effectively improve students' independent inquiry ability.

"Yan Zi makes Chu" is a text that students like. The article tells the story of Yan Zi's battle of wits with the King of Chu, and shows Yan Zi's wisdom and courage. In teaching, some students questioned: Yan Zi was insulted from the beginning when he entered Chuncheng. Why didn't he turn around and go back to China? What is the purpose of this mission to Chu? This question is very good, which shows that the students are thinking deeply. So, where is the necessity of Yan Zi's establishment of Chu? By consulting the materials, teachers can make such a micro-lesson-"Why Yan Zi is a Chu". In the micro-class, teachers can imitate the tone of the master storyteller, telling the political situation of the late Spring and Autumn Period, the separation of princes and the diplomatic tension of Qi. In this way, students can easily understand the necessity of Yan Zi's mission to Chu.

This kind of micro-course not only effectively enhances students' independent inquiry ability, but also effectively improves students' deep understanding and sentiment of the text, which is deeply loved by students.

Fifth, effectively improve students' language comprehension ability.

Parthenocissus tricuspidata's feet are traditional characters. At the end of the teaching, some students questioned: when writing about climbing Tiger Claw, there are two sentences: one is "filaments are like tentacles of snails"; One sentence is "the claws of the dragon in the picture". Why do the same feet use different metaphors? Around this problem, the teacher and the students started a discussion. Finally, everyone reached an understanding that when the feet of Parthenocissus tricuspidata just grew out, the color was bright red and soft, and its function was to find a foothold on the wall, which was similar to the color, hardness and function of the tentacles of snails, so Elymus compared the feet of Parthenocissus tricuspidata very well at this time; When the foot sticks to the wall, it turns gray, sticky and firm, which is comparable to the dragon's paw, so the metaphor behind it is also very vivid. To this end, teachers can also make a micro-lesson to study the text in depth-"The Wonderful Metaphor of Mr. Ye Shengtao". This micro-lesson is the result of cooperative learning and exploration between teachers and students, which not only makes students realize the accuracy and vividness of language use when famous writers write, but also lays an ideological foundation for students to use words accurately in practice.

It can be seen that the important role of micro-courses in classroom teaching can effectively improve the efficiency of classroom teaching. As a teacher, we should attach importance to micro-courses in curriculum development, capture appropriate and effective teaching points, and combine the effective opportunity of classroom teaching to make students really enter the study of micro-courses, truly realize the "flip effect" of micro-courses, and promote and enhance the maximization of classroom teaching benefits.