Application Of The Microlecture Teaching Method In English Grammar Teaching In Vocational Colleges

The Ten-year Development Plan of Educational Informatization(2011-2020) points out that our education should be guided by the innovation of educational ideas, should be based on the construction of high quality educational resources and the E-learning environment, and should take the innovation of learning styles and educational models as the core. Through several years' exploration, we have achieved some progress in educational informatization. The construction of high quality educational resources and of E-learning environment helps to make the educational concept of “learner-centered” gradually come true. Up to now some new teaching methods or models have been created. For example, the microlecture teaching method(MTM for short) proposed by Chinese scholars, in which information technology is fully utilized to promote the teaching effect, has attracted much attention. The method focuses on students' self-directed learning and cooperative learning. The emphasis of teaching is to be shifted from the teacher's teaching to the students' learning. But MTM is still a new approach in the educational field, whose educational value should be tested in teaching experiments.It is an exploration to adopt MTM in vocational colleges. In this research, the method is used to teach non-English major students English grammar in Dazhou Vocational and Technical College. The author chooses one class as the experimental class, and another as the control class. The experiment lasts 10 weeks and the research focuses on four aspects: student's English grammar learning motivation, cooperative learning ability, learning strategy, and their performances in English grammar learning. In this research, the author adopts the quantitative research to analyze the effects of using MTM. In this method the teacher prepares the pre-class self-directed learning tasks, and supporting learning resources which is mainly the microlecture. Then the students conduct the self-directed learning with the microlecture, and finish the learning tasks. In this process, the students are asked to write down the questions if they have and hand in the question notes with the finished learning tasks well before the class. The teacher collects the information about the students' learning status quo and prepares for the class. In class, the teacher clears up doubts and makes appropriate knowledge expansion. After that the students are asked to do some class exercises in groups in controlled time, and show their results in front of the classmates. In the end, the students would make a summary of their learning and have some time to get help from the teacher individually. The whole process emphasizes the self-directed learning and the cooperative learning. Besides, the students can get individual coaching. The method can help students learn more effectively and get improvement in many aspects, such as their learning motivation and learning strategy.The statistical analyses show that teaching English grammar with MTM to students of vocational colleges can better improve students' learning motivation, cooperative learning ability and learning strategy, and also has a significant influence on student's performances in English grammar learning. The research has enriched the theory of English grammar teaching and can be a good guide for English grammar teaching practice.