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In the process of integrating micro-courses into primary school Chinese instruction, the author has shifted the focus from teacher-centered teaching to student-centered learning. Using the lesson "Nobel" from the 10th volume of the Jiangsu Education Edition as a case study, the author employed micro-courses to encourage students to learn independently, implement a flipped classroom model, and guide them in acquiring new knowledge, constructing concepts, applying what they've learned, and conducting independent research. This approach has led to a more effective and engaging teaching experience.
**Case Reproduction**
First, before class: self-learning guided by micro-courses.
The article "Nobel" highlights Nobel's dedication to scientific progress through several examples of his invention of explosives. In this text, students are expected to not only understand the language but also grasp the deeper spiritual meaning, aiming to achieve three-dimensional learning goals. During lesson preparation, the author identified three instances of repeated rhetoric in the text:
A. "Close! Near! Mars is close to explosives!"
B. People rushed forward, exclaiming in unison: "Nobel is dead! Nobel is dead!"
C. Suddenly, a middle-aged man with blood rushed out of the smoke, shouting joyfully: "Success! Success!"
These repeated expressions vividly illustrate Nobel's devotion. If students can read and understand these, they will gain a deeper appreciation of the text.
Based on this analysis, the author created a five-minute video using the Educreations app on an iPad. This tool allows for real-time handwriting and voice recording, making it easy to upload the video directly to an online platform and share the link with students. Other similar platforms like ShowMe or Explain Everything can also be used. Alternatively, teachers can use the "Record Slideshow" feature in PowerPoint to create videos with animations, annotations, and explanations.
The main screen of the video is shown below:
In this short video, the teacher guides students to analyze the rhetorical devices used in the text, helping them construct meaning from specific language contexts and apply what they’ve learned. Students were asked to identify the sentences that use repetition and then reflect on their expressive impact.
After completing the self-study, students submitted their responses through the "Nanjing Education Informationization Public Service Platform." This platform allows teachers to post assignments online, and students can submit their work instantly. Teachers can review the submissions anytime with internet access. Some sample answers are shown below:
From the student responses, we see different levels of understanding:
1. Many students recognized the repetition after watching the video.
2. Most could understand the role of repetition in expressing ideas, though some found sentence B particularly challenging.
With this insight, the teacher set clear objectives for the lesson.
Second, during class: independent collaboration and exploration under teacher guidance.
Once the class began, the teacher organized a series of learning activities:
1. **Sharing self-study results**: Students shared their understanding of the repeated rhetoric, reinforcing their learning through discussion and communication.
2. **Group discussions**: Students worked in groups of four to exchange their findings about Nobel. As they discussed, many realized there were more instances of repetition than they initially noticed.
3. **Group presentations**: Each group selected one example and prepared a report to present to the class. After presenting, they answered questions from their peers.
4. **Teacher facilitation**: Throughout the process, the teacher acted as a guide, addressing difficult points, highlighting key ideas, and modeling passionate reading.
5. **Applying knowledge**: After understanding the rhetorical techniques, students rewrote their own texts using repetition to enhance their writing.
6. **Real-life application**: Students were encouraged to describe personal experiences using repeated rhetoric, such as when an experiment succeeded or a competition was won.
Examples of student work include:
**Teaching Reflection**
First, flipping the classroom is more than just a format change.
Traditionally, knowledge transfer occurs in the classroom through lectures, while internalization happens through homework. In a flipped classroom, the roles are reversed: knowledge is transferred before class via digital tools, and internalization happens in class with teacher support. Through the video, students learned about repetition, read "Nobel," and practiced reading strategies. This self-study helped them build skills and internalize methods.
Language learning is practical and comprehensive. The strategy used in this lesson effectively promoted student engagement through modern technology.
During the class, the focus wasn't on new content but on areas where students struggled, especially sentences B and C. Understanding these deepened their perception of Nobel’s dedication. Thanks to prior self-study, the class time was used efficiently, allowing students to apply what they had learned in their own writing.
This case shows that flipping the learning process changes both teaching organization and student learning styles, enabling true self-directed learning.
Second, micro-courses are more than just videos.
While videos are essential, they are not just simple online content. They have clear educational goals, align closely with the lesson, guide students in developing reading habits, and promote deeper thinking. Through the video, students experienced processes like meaning construction, migration, application, and practice. When they shared their understanding on the platform, they engaged in real learning, fulfilling the "processes and methods" goal of three-dimensional learning.
The advantage of using videos is that students can learn at their own pace—replaying, pausing, or rewatching as needed. This ensures solid learning and keeps up with the overall progress.
Thus, a micro-course is not just a video; it's a powerful learning tool that fosters self-study when used effectively.
Third, teachers are no longer the center of the classroom.
In this case, the teacher's role transformed from being the main speaker to a facilitator. Students became the central figures in the learning process. Through multi-level interactions, students actively participated, shared ideas, and engaged in meaningful discussions. When necessary, the teacher provided guidance, made insightful comments, and offered final touches to deepen understanding.
This shift allowed students to take ownership of their learning, while teachers supported them in the right moments.
Fourth, students are no longer passive learners.
In traditional language classes, students often listen passively, leading to disengagement. However, through the guidance of the video, students conducted thorough self-study before class. They showed confidence, interest, and eagerness to share their insights. During presentations, students asked and answered questions, refining their thoughts and deepening their understanding.
This case proves that in a micro-course and flipped classroom setting, students become active participants rather than passive recipients of knowledge.