Experimental Research And Reflection On Micro-Course In Junior English Education

With the development of educational information in China,micro-curriculum research has arrested more and more attention.The teaching model of micro-course is in the initial stage of development in our country,and it is not perfect at present.There has been no complete micro-course system,and only a little information is found to evaluate the effect of junior high school English micro-course teaching.Rural middle schools lack theoretical thinking of micro-curriculum,and there is also a lack of technology in middle schools in micro-curriculum production technology.Therefore,the development of micro-courses in rural middle schools lacks practice and reflection.The author studies the design,implementation and effects of junior high school English micro-curriculum through literature research,experiment,questionnaire and interview.The purpose of the present micro-course experiment is to find out what kind of teaching content is more suitable for micro-course education,and what kind of microcultural teaching is suitable for junior high school students.Can it improve the students' English application level and academic achievement?What is the scientific base for the application?What is the pattern of micro-course implementation?Do junior high school students complete the micro-video learning more effectively than face-to-face teaching model?How much does the micro-course enhance student's interest,motivation and creativity?Does the microcredit have the ability to promote and improve the student's learning ability?What are the implications and revelations of the micro-course for teachers?How can a fragmented micro-course be adapted to long-term school English teaching?In order to explore the above problems,the thesis first probes into the domestic and foreign scholars' research on micro-course teaching of junior middle school.It then analyzes the characteristics,resources,theories,the application fields and advantages of micro-courses.The experiment was made in class five and class six in No.31 Middle School in Dandong with the Unit 4 as an example.The thesis analyzes the teaching effect of micro-course of listening,speaking and grammar respectively and finally analyzes the achievement of each teaching goal through questionnaire and interview.On the basis of them,it is found that in order to design a "half-flipped class" micro-course teaching model,we must first accurately divide the knowledge points of each unit,and record several core knowledge points into the micro-video in the shortest and most remarkable way,and give it to students to learn before class;then provide teaching session and interaction exercises for other knowledge points in class.Finally we should conduct after-class tests and improve the teaching model based on feedback,only in this way can we comprehensively improve students' English-learning abilities.The micro-course can effectively promote the students' listening comprehension,improve their grammar level,and stir their interest in English.But for English speaking,micro-course has not been found effective.In addition,micro-course teaching enhances teachers' skills and abilities ranging from design to implementation.The author proposes opinions and suggestions to teachers in the last paragraph.