The Study Of Current Situation For The Middle School English Microlectures

Recently, the rapid development of mobile Internet, mobile terminals, Web2.0 and other modern information and communication technologies have sparked a flurry of ?micro? trend people‘s life. As the new product of combining education and educational technology, the dramatic rise in the microlecture‘s construction educational filed has prompted wide concerns. At present, the microlecture‘s construction has been a hotspot for the domestic course construction. However, no authoritative definition of the microlecture especially the English microlecture has been proposed in current studies till now. In2012, to implement the National Medium and Long-term Educational Reform and Development Plan(2010-2020), advance the combination of information technology and education and explore the application of microlectures in real teaching practice, the Education and Management Information Center of the Ministry of Education hosted the first national microlecture contest which aroused wide concern. The prize-winning works of this contest are from schools nationwide with relatively high quality and representativeness. Thus, the analysis to those prize-winning works may deepen the understanding of the English microlecture. This paper takes 42 junior-senior high school English prize-winning works from the contest as research objects. Taking content analysis as research instrument and establishing a set of analysis code, the research did a deep analysis on the objects based on reading a great many relevant latest studies of the microlecture. Based on the analysis, the research did a data collection and data analysis from the aspects of knowledge types, stages, duration and recording methods. Meanwhile, the characteristics of making the English microlecture are summarized in four aspects which are teaching content, teaching objects and duration and teaching environment.Through the analysis of the 42 junior-senior high school English prize-winning works, the paper try to figure out two questions:1. What are the characteristics of the middle school English microlecture according to the analysis of prize-winning microlectures?(from the aspects of types of knowledge, stages, duration of each microlecture, recording methods, etc..)2. What are the characteristics of making the middle school English microlecture from the perspective of instructional design?(from the aspects of teaching contents, teaching objects, teaching duration and teaching environment)The result shows the answers to the questions. Firstly, there is a problem of uneven distribution about the types of knowledge in the middle school English and syntax type possesses a high proportion. Secondly, the amount of microlectures of junior high school group is almost triple that of the senior high school group which implies an unbalanced development of the microlectures in middle school. Thirdly, most of the middle school microlecture lasts for 5 to 9 minutes and the microlecture lasts for less than 5 is more than that lasts for more than 9 minutes. What‘s more, most of the microlectures are made by using the capture software and recording the PPT. It showed that the technology is still an obstacle for the development of the microlecture. Furthermore, from the instructional design perspective of the middle school microlecture, the problems are concluded from the aspects of teaching contents, teaching objects, teaching duration and teaching environment into the following point. In teaching contents, most middle school English microlectures have an unclear theme and oversized capacity. In teaching methods, most of middle school English teachers lack the teaching object awareness when making microlecture thus leading to the weak pertinence of the microlecture. In teaching duration, the control over teaching time by middle school English teachers needs to be strengthened. In teaching environment, more attention of learner-centered should be emphasized to the design of teaching environment in order to create a favorable learning environment for students. To optimize the making method and improve the quality of the English microlecture, the routes of optimizations are proposed followed by the problems. To optimize the teaching content, teachers should focus on the following two points, that is, firstly, teachers should make a clear theme and refine the teaching content as well as complete microlecture‘s composition. Secondly, to keep abreast of the times, teachers should adopted diverse presentation ways and devoted to integrate relevant resources. As for the teaching objects, establishing the teaching object awareness and being clear about the teaching objective are suggested. About the teaching duration, teachers should arrange the length of microlecture well based on the difficulty of teaching content and the cognitive level and knowledge basis of teaching objects. Finally, creating the teaching environment that focuses on learning orientation is proposed to ensure students‘ autonomic learning.