Design And Application Of Junior Middle School English Grammar Micro-lecture Based On Context Theory

The new English curriculum standards in compulsory education stage put forward new requirements for junior high school English grammar teaching,which advocates that students should contact,experience and understand the real language in the context,and learn and use the language on this basis.At present,when the new curriculum standard is the main evaluation basis,most front-line teachers still adopt the traditional teaching method out of context to teach,which leads to the unsatisfactory teaching effect.By sorting out the existing literature,the author finds that as an emerging teaching method,micro-class can solve the problem of context creation in grammar teaching and stimulate and mobilize students’ independent initiative in learning to the maximum extent.Based on this,on the basis of analyzing the existing achievements in the design and application of micro-course,this study proposes the design framework and application process of micro-course of junior high school English grammar based on context theory.First of all,this paper sorts out relevant studies through literature research,and finds that the current junior high school English grammar micro-course ignores the learning theory behind,and lacks an effective application model.Questionnaire survey and interview were conducted on the investigated schools to deeply analyze the problems existing in the current English grammar teaching in junior high schools,and to expounding the necessity and feasibility of combining context with micro-lessons in junior high school English grammar teaching.Secondly,the design framework and application path of grammar micro-course based on context theory are built based on the design elements of micro-course and the design principles.According to context theory,context is divided into three types: cultural context,situational context and linguistic context.English grammar knowledge is divided into morphology and syntax,and different context types are integrated to carry out in-depth micro-lesson design layer by layer.Micro-lesson is applied to practical teaching according to the five-step teaching method "Guiding--Teaching--Practice--Testing--Concluding" based on PPP teaching method.Finally,in order to test the effectiveness of the grammar microlesson based on context theory,two parallel classes were randomly selected to conduct a controlled experiment,and the effect was analyzed and evaluated after the teaching practice.The results show that the application of contextual-based grammar microlessons in junior middle school English grammar teaching is helpful to deepen students’ understanding of grammar knowledge and effectively solve the single situation of grammar class.Based on this,the author puts forward some suggestions on the design and application of grammar micro-course based on context theory,in order to provide reference for grammar teaching in middle schools.To recognize the essence of microlesson and to clarify the connotation value of contextual grammar micro-lesson;To change the teaching concept and correctly deal with the relationship between contextual grammar micro-course teaching and traditional teaching methods;In-depth analysis of content,innovative context grammar micro-course design types;We should respect students’ dominant position and reasonably choose the application mode of contextual grammar micro-course.