A Study On The Micro-course-assisted English Grammar Teaching In A Senior High School From The Perspective Of Deep Learning Theory

Grammar teaching is an indispensable part of English teaching.Any activities related to English(listening,speaking,reading,writing and watching)cannot be done without the support of grammar.Therefore,in English grammar teaching,teachers should not only help students understand grammar deeply,but also help students use grammar flexibly.According to English Curriculum Standards for Senior High Schools(2020 edition),English grammar teaching should be combined with rich contexts,making student learn English grammar from three aspects: form,meaning and usage;in English grammar teaching,teachers should attach importance to exercises and activities in and out of the classroom and in the information environment to help students consolidate and apply their grammar knowledge.However,in reality,English grammar teaching in senior high schools still has deficiencies such as single teaching form and lack of contexts,so that students’ learning outcomes are not satisfactory.In order to promote students’ deep learning of English grammar,this study attempts to carry out micro-course-assisted English grammar teaching.Through the guidance of context-rich micro-courses,students can construct grammar systems,enhance the understanding and application of grammar,develop higher-order thinking,and realize deep learning.By answering the following questions,this study explores the effectiveness of micro-courseassisted English grammar teaching in promoting deep learning of high school students from three aspects.1.What is the effect of micro-course-assisted English grammar teaching on students’ English grammar achievements?2.What are the effects of micro-course-assisted English grammar teaching on high,medium,low grammar level students’ English grammar achievements?3.What are the effects of micro-course-assisted English grammar teaching on students’ strategies,motivations,engagement and outcomes of learning English grammar?Based on constructivist learning theory and deep learning theory,this study combines qualitative research with quantitative research,and selects two parallel classes from Grade one of X Senior High School to carry out experimental research(12 weeks).The teaching mode of EC(Class 4,60 students)is the micro-course-assisted English grammar teaching;while the teaching mode of CC(Class 9,60 students)is the English grammar teaching with courseware.Research instruments includes grammar test papers,questionnaires,and interview.By using SPSS 23.0 to analyze data and combining with the results of interview,this study draws the following conclusions.1.Micro-course-assisted English grammar teaching can significantly improve students’ English grammar achievements.The English grammar achievements of EC are significantly different before and after the experiment,while the English grammar achievements of CC are not significantly different before and after the experiment.2.Micro-course-assisted English grammar teaching can significantly improve different grammar level students’ English grammar achievements.The English grammar achievements of high,medium and low grammar level students are significantly different before and after the experiment.After the experiment,the average scores of students with low level increases the most,while the average scores of students with high level increases the least.3.Micro-course-assisted English grammar can significantly improve students’ strategies,motivations,engagement and outcomes in learning grammar.The strategies,motivations,engagement and outcomes in learning grammar are significantly different before and after the experiment.It can be seen that micro-course-assisted English grammar teaching is significantly effective in promoting students’ deep learning of English grammar.According to this research,the author draws the following teaching implications: create contextual English grammar teaching environment to strengthen students’ understanding and application of grammar;provide multi-level English grammar learning resources(activities)to meet the learning needs of students with different grammar levels;establish problem solving-oriented English grammar lessons to promote students’ all-round development in learning English grammar.