Practice And Exploration Of English Micro-course Teaching In Secondary Vocational School

With the development of the Internet,the speed of knowledge dissemination has accelerated,the amount of information has increased,and teaching has entered the digital age.The progress of the times requires vocational school English teachers to constantly update their teaching concepts,teaching processes,and teaching methods.In the face of the impact of the information age on traditional education models,vocational school English teaching should change its methods by combining the trend of information technology with the advantages of traditional education.Under this background,micro-lessons have emerged as a new teaching model.Micro-lessons use short videos to teach the difficult points of English in vocational schools in detail.Its visual display is more intuitive,has a larger coverage area,and is more flexible,which can effectively promote students’ understanding and mastery of knowledge to a certain extent.By applying micro-lessons to vocational school English classes,the teaching efficiency can be improved,and students’ comprehensive learning abilities can be developed to a certain extent.Therefore,exploring the implementation status and methods of micro-lessons in vocational school English teaching has significant value.This study takes Chongqing Technology and Business University as an example and uses literature review,questionnaire survey,and interview methods to explore the practical difficulties of micro-lesson teaching in vocational school English and the causes behind these difficulties.Targeted strategies for optimizing micro-lesson teaching in vocational school English are proposed.Meanwhile,combining survey results and constructivist learning theory,specific micro-lesson teaching cases are designed for teaching practice and reflection to improve the deficiencies of micro-lesson teaching in vocational school English.Through research,it has been found that there are still the following shortcomings in current English micro course teaching in vocational schools: firstly,the production of English micro course courses tends to be traditional.The production technology of micro courses is outdated,and the form is greater than the content,without breaking through the traditional curriculum model;Secondly,the design concept of micro course teaching content is outdated.Some teachers are unwilling to accept the concept of micro lesson teaching,unwilling to use micro lesson equipment,and the designed micro lessons lack aesthetic appeal;Thirdly,the evaluation of micro course teaching is single.Teachers’ understanding of micro course evaluation is not deep enough,and the evaluation form and content are single;Fourthly,there is a lack of teacher-student interaction in micro course teaching.Teachers lack awareness of interaction and have a single form of interaction,which affects students’ enthusiasm.Through attribution analysis,it is concluded that the main reasons behind this situation are: teachers lack awareness of micro course production,lack of micro course application ability,insufficient role in micro course evaluation,and prominent status of teachers in interactive teaching,which cannot reflect the status of students.Therefore,in order to improve the shortcomings in micro course teaching,the following points should be achieved: firstly,systematic training should be carried out to enhance the level of teachers’ micro course production;secondly,integrating teaching methods to improve the quality of micro course teaching;thirdly,improve the evaluation system and expand the teaching space of micro courses;fourthly,activate learning interest and ensure the effectiveness of micro course teaching.At the same time,research has also shown that well-designed micro courses can enable students to better grasp relevant knowledge points,enhance their team awareness,and deepen interaction between students.