“微时代”来临,“微文化”流行。以“微”为形式特点的事物层出不穷,微课更是以其生动有趣、精巧高效等特点带给学生全新的学习感受。随之而来的,滥用微课、重点模糊、制作粗糙等问题也逐渐浮现。如何更好地使用微课,使其切实有助于语文高效课堂的建设,成为众多同行思考研究的问题。一、“微”思考:提炼知识点微课可以用在课前、课中、课后等多个阶段,可是哪些教学内容适合做微课的知识点呢?小学语文微课内容的选择方面有如下经验。譬如,在基础 “Micro era ” is coming, “micro-culture ” popular. Things in the form of “Micro ” are emerging in an endless stream, and Micro-Lesso brings new learning experiences to students with its vivid, interesting and sophisticated features. Followed by abuse of micro-class, focusing on vague, rough production and other issues also gradually emerged. How to make better use of micro-class so that it can effectively contribute to the construction of an efficient classroom in Chinese language has become a problem for many peer-thinking research. First, “micro ” thinking: refining knowledge point micro-class can be used in many stages before class, in class, after class, but what teaching content suitable for micro-class knowledge point? Have the following experience. For example, at the foundation