Action Research On English Grammar Classroom Teaching Based On Micro Lectures In Junior High School

According to the 2011 Edition of Compulsory Education English Curriculum Standards,junior high school English classroom teaching should encourage students to learn and use English through observation,experience,exploration,cooperation and other ways,so as to form a process and method of English learning with the characteristics of junior high school students.However,in the practical English grammar teaching in junior high school,the situation is not ideal.Most teachers still teach grammar in the traditional way.This "teach-and-receive" grammar teaching fails to "encourage students to learn and use English through observation,experience,exploration and cooperation" and "guide them to learn autonomously".Facing the predicament of junior high school English grammar teaching,this study draws on Micro-learning Theory and Mastery Learning Theory.It attempts to carry out two rounds of action research based on micro lecture for 12 weeks in junior high school English grammar classroom teaching,to explore how this grammar teaching method can improve students’ attitude and learning strategies.So as to improve their comprehensive use of grammar.This study attempts to answer the following two questions: How to improve students’ attitude towards grammar learning by using micro lectures? How to use micro lectures to improve students’ comprehensive grammar ability?This study selected 96 students from two ordinary classes in Grade Nine of L Middle School,Tianyuan District,Zhuzhou City as the research object.The main research tools are questionnaire,test and interview.The research process is divided into three stages: the preparatory stage of action research--problem determination,pre-teaching analysis,selection and transmission of micro lectures and the preparation of learning tasks;The first stage of action research--implementation of English grammar teaching in junior middle school based on micro lectures,collection of data and analysis,summary and reflection;The second stage of action research-Based on the implementation and data of the first round of action research,revise the plan and implement the adjusted plan,and conduct analysis,summary and reflection.The results show that: after the implementation of micro-lecture-based grammar teaching mode,70.8% of the students believe that micro lecture can improve their interest in learning English grammar,81.3% of the students like the use of micro lecture in English grammar classroom teaching,and 79.2% of the students agree that "using micro lecture to learn English grammar is more effective than traditional classroom teaching".The questionnaire and interview data show that the application of micro lectures in junior high School English grammar classes can effectively improve students’ attitude towards grammar learning.In addition,according to the comparison with the grammar fill-in-the-blank post-test data of the control class,the post-test data of the experimental class of Grade 9 has been significantly improved compared with the pre-test,which also means that students’ grammar application ability has been significantly improved.The application of micro lectures in grammar teaching can improve students’ comprehensive grammar application ability.This research integrates teaching and research,and carries out action research on English grammar teaching by using micro lectures method,which proves the effectiveness of microlectures-based English grammar teaching in junior high school,solves the dilemma of English grammar teaching in practical teaching to a certain extent,and it also provides inspiration and reference for English grammar teaching in junior high school in the future.