Research On The Application Of Micro-classes In English Vocabulary Teaching In Secondary Vocational Schools

Vocabulary is the foundation of English learning,and vocabulary teaching has always been an important part of English teaching in secondary vocational schools.With the development of educational informationization,micro-course teaching has become a hot topic in different teaching research areas,and provides a new method for English vocabulary teaching.In 2020,due to the impact of the new pneumonia epidemic,the Ministry of Education stipulated that "classes should be suspended without suspension," and online classroom English teaching had been carried out in China.Micro-course can effectively stimulate the enthusiasm and attention of the students because of its characters such as: short,knowledgeable,clearly targeted,various forms,and it can be broadcast online and offline.Micro-course had been gradually applied in English class and get the recognition from both teachers and students.However,by 2020,there were only 9 research articles on micro-courses in English teaching in secondary vocational schools and only 1 study focused on English vocabulary learning in secondary vocational schools,according to Hownet.Therefore,it is necessary to carry out an applied study of English vocabulary in micro-class in secondary vocational schools.This study attempts to combine qualitative research with quantitative research to make a systematic analysis and evaluation on the effectiveness of optimizing English vocabulary teaching in secondary vocational schools with micro-course.Based on a systematic review of the research findings on English vocabulary teaching and micro-lessons at home and abroad,this study focused on the following three questions:(1)what was the status of micro-course in English vocabulary teaching and learning in Secondary Vocational Schools?(2)how effective would the micro-course make in English vocabulary learning of secondary vocational school ?(3)what would the impact of micro-course on the attitude of English vocabulary learning of secondary vocational school students be? A total of 77 students from two parallel classes in a vocational school in Rizhao were selected as subjects for the study.The questionnaire before the experiment was used to investigate the current situation of micro-class for vocabulary teaching in the Secondary Vocational Schools.During the experiment,the teacher used the micro-class for vocabulary teaching in the experiment class to cultivate students’ vocabulary awareness and vocabulary learning and using strategies,while in the control class the traditional teaching method was used to strengthen vocabulary learning.The students were tested before and after the experiment,and the test results showed that the test results of experimental class were better than those of pre-experiment and control class.Through classroom observation,questionnaire,teacher-student interview and pretest andpost-test,after collecting the relevant data and analyzes them,we could draw the following conclusions: First,currently,micro-course was not frequently used in secondary vocational schools,it was often used by teachers as class introduction and self-review tools by students after class,but from questionnaire 1 and the interviews we could learn that students liked the combination of sound,animation and graphics in teaching,the micro-course had a strong operability in English vocabulary teaching in secondary vocational schools.Second,to the effectiveness of micro-course vocabulary teaching,we could find that(1)SPSS 24.0 carried on the descriptive statistics to the pre-test and post-test results and the independent sample t-test results showed that the students in the experimental class performed better than their pre-test and the control class,to a certain extent,micro-class could improve students’ vocabulary scores.(2)the teaching method of vocabulary in micro lesson was affirmed by the teachers and students interviewed,and the students had a high degree of satisfaction with vocabulary teaching in micro lesson,(3)the characteristics of the micro-course,such as the length of the micro-lesson,the fine content,the on-line and off-line playback and on-demand playback,met the needs of the students’ fragmented,personalized and differentiated learning.According to their own learning characteristics and needs,students could effectively choose different micro-courses to study,firmly grasp the knowledge of the study,appropriate to grasp the scope of self-learning knowledge,optimize the learning effect.Third,The results of questionnaires(2),interviews and classroom observation of some students in the experimental class after the experiment showed that after vocabulary teaching in the micro class,there were significant differences between the experimental class and the control class in terms of vocabulary awareness,vocabulary use awareness and vocabulary memory strategies.In addition,the experimental class students’ consciousness of classroom evaluation was better than the control class,self-evaluation and testing were positive.Based on the results of the study,this paper proposes the following suggestions for English vocabulary teaching in Secondary Vocational Schools: The design of vocabulary micro-course should consider the integration of lexical meaning and cultural background;English teachers should pay attention to the English vocabulary strategies,and systematically train the students in English vocabulary learning;moreover,English teachers should keep pace with times,constantly update their knowledge system,and have an objective and fair understanding of mirco-course concepts,models and resources,and try to carry out them in the teaching practice to increase their teaching inspiration.