Micro Interactive Video to Learning the Meaning of Chinese Poetry for Primary School Students in China

Abstract

This research aimed to: 1) study the problem and need for micro-interactive videos to learn the meaning of Chinese poetry for primary school students in China; 2) develop micro-interactive videos for learning the meaning of Chinese poetry for primary school students in China; and 3) evaluate the learning of Chinese poetry meaning among elementary school students in China.

The sample for this study was divided into two groups: 1) 115 primary school students and 4 Chinese poetry teachers, selected through purposive sampling; and 2) The experimental group of 35 students, chosen through probability sampling by romdom from volunteers. The research tools included: 1)a survey on the problems and needs for micro-interactive videos to learn the meaning of Chinese poetry; 2)The interview guide for teachers about the issues and necessities of using micro-interactive videos for the same purpose; 3) an evaluation form for the quality of the micro-interactive videos; 4) a knowledge test on the meaning of Chinese poetry; and 5) a satisfaction questionnaire for the primary school students regarding the micro-interactive videos. Data were analyzed using descriptive statistics, including frequency, percentage, mean, standard deviation, and t-test statistics.

The findings revealed that: 1)The problems faced by primary school students in learning ancient poetry include difficulties in understanding the meaning of poetry, identifying complex vocabulary, and imagining emotions. Teachers pointed out that these problems are more prominent due to imperfect teaching methods and limited student experience. 73.56% of the respondents believed that it was necessary to use micro-interactive videos to assist learning, and all teachers (100%) supported this method to improve the learning effect of second-grade students. 2) The quality of the micro-interactive videos for learning the meaning of Chinese poetry was rated as good quality. 3) After using the micro-interactive videos, students' scores were significantly higher than before at the 0.05significance level. 4) Chinese primary school students showed a satisfaction level of 93.06% of students believe that it can greatly deepen their understanding of the connotations of ancient poetry with the micro-interactive videos. Thus, micro-interactive videos can be effectively utilized for learning the meaning of Chinese poetry.

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