Abstract: The era of "internet plus" has arrived. With the continuous development of information technology and education reform, micro-courses have emerged. After the development of information technology to a certain extent, it is bound to be related to education, and micro-course teaching can improve students' learning enthusiasm. In junior middle school Chinese teaching, students should not only master vocabulary, but also strengthen their reading ability and writing level, which can be achieved by using modern teaching methods. This paper analyzes the optimization function of micro-lesson in junior middle school Chinese classroom teaching.

Keywords: micro-class; Junior high school Chinese; Classroom teaching

Micro-class is a new teaching mode, which can make junior middle school Chinese teaching break through the limitation of time and space and create a real teaching situation. In teaching, teachers play teaching content for students through small videos, so that students can better understand the content of Chinese teaching, make students clear the main idea of the article, feel the connotation of the article, improve students' interest in learning, strengthen students' dominant position, and promote the overall improvement of junior high school Chinese teaching level.

First, the meaning and characteristics of micro-courses

The carrier of micro-lesson is video, which records the teaching activities carried out by teachers around each knowledge point or teaching link in the classroom teaching process. Video in classroom teaching is the core part of micro-course, and there are teaching resources such as teaching design, reflection, practice, feedback and comment, which create a small environment through organizational relationship and presentation. Micro-course is different from traditional single teaching resources such as courseware, design and reflection, and it is a new teaching resource developed on its basis. Compared with multimedia teaching, micro-courses have shorter teaching time and less teaching content.

Second, the application of micro-lessons in junior high school Chinese classroom teaching

1. enliven the classroom atmosphere and guide students to understand the teaching content.

Chinese teaching in junior high school contains a lot of knowledge, but many contents in the textbook design are not suitable for students' life, which makes students encounter certain difficulties in understanding the text. Micro-course teaching is more scientific and vivid, which can effectively make up for the shortcomings in textbook design, narrow the distance between students and texts, optimize teaching forms and processes, and enable students to better understand Chinese content and acquire knowledge and skills.

For example, when studying Suzhou Gardens, teachers should let students know the design features of Suzhou Gardens and present beautiful pictures to students. However, many students have never been to Suzhou Gardens, let alone analyze these features, and there are no illustrations in the teaching materials, which can not meet the learning needs of students. Through the micro-teaching, the flowers, trees, pavilions, rockery ponds, doors and windows in Suzhou gardens are vividly presented, and then the teacher explains them with the words in the book, which can be integrated into one. Students can enjoy the beautiful scenery of Suzhou gardens, listen to music explanations, and then analyze and study the overall layout, collocation and color of Suzhou gardens, which can give students a more real feeling, deeply understand the artistic conception of Suzhou gardens and feel the superb level of ancient garden art and craftsmen.

2. Optimize teaching methods to improve students' interest in learning.

The most important thing in junior middle school Chinese teaching is to create situations. A good beginning is half the battle, and a good situation design can lay the foundation for the realization of Chinese classroom teaching effect. Using micro-lessons in Chinese teaching can better attract students' attention and guide them to think and learn Chinese knowledge.

For example, when learning Mulan poems, teachers can use the theme song of the movie Mulan to import, and then play relevant movie video clips, so as to catch students' attention through tragic pictures, melodies and pleasant lyrics, and then learn the text content through movies, so that students can explore what Mulan really looks like, and their enthusiasm and interest in learning will be greatly improved, thus further learning knowledge. Stimulate students' interest and enthusiasm in learning through video teaching of micro-courses, so that students can obtain information and knowledge while watching, and achieve good teaching results.

3. Micro-course composition teaching to strengthen students' interest in writing.

Life is an important source of composition writing, and real life brings vitality to composition writing. However, many junior high school students have a headache about composition writing and think that there is nothing to say, which is also a difficult problem for junior high school Chinese teachers. Students' interest in writing is not high, and the articles written have no true feelings and highlight the vitality and color of the articles. This is mainly because students' composition writing is not based on real life, behind closed doors, unable to feel the power of social development and progress, and unable to feel the fresh breath of the development of the times. Using micro-lessons in junior middle school Chinese writing teaching can give full play to the intuition and authenticity of micro-lessons, make students closely linked with social reality, effectively fill the gaps in students' minds, improve students' interest and desire in writing, write their own true feelings and improve the quality and level of composition writing.

For example, when instructing students to write a composition on the topic of "gratitude", the teacher can play a CCTV public service advertisement video for students, "Parents are the best teachers for children." In the video, the mother washes her grandmother's feet, and the child also washes her feet with a basin of water after seeing it. In this touching atmosphere, give students an immersive feeling and arouse their gratitude to their parents, teachers and society. In this environment, students can have something to say and the quality of writing will be improved.

Micro-lessons can play videos, images, words and sounds intuitively and vividly, create a relaxed and colorful learning atmosphere for students, make teaching more lively, make students get intuitive feelings, strengthen emotional experience, make students actively participate in Chinese teaching, gain more Chinese knowledge, cultivate emotions and thoughts, strengthen students' comprehensive quality and ability, and promote the smooth realization of junior high school Chinese classroom teaching effect.

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