Research On The Application Of Micro-lecture In Junior English Reading Teaching

With the rapid development of electronic information technology,the society enters the era of media and information,and great changes have taken place in the field of education.Under the continuous emergence of new educational resources,learners are changing their learning methods and teachers are exploring new teaching methods constantly.In this context,micro-lecture comes into being.As a new type of teaching resources,micro-lecture is interesting,short and concise.English reading,as the focus of junior high school English teaching,attracts much attention,but due to the influence of long-term exam-oriented education and traditional teaching mode,there are some shortcomings in the actual English reading teaching: students’ enthusiasm in English reading learning is not high,the teaching effect of English reading is not good and so on.Based on constructivism theory and situational theory,this study attempts to apply micro-lecture to English reading teaching in junior high school.The research studies how to combine micro-lecture with English reading teaching,so as to improve students’ interest in English reading and improve their English reading ability.This thesis mainly studies the following three questions:1.To what degree do students accept the micro-lecture in English reading class?2.Can micro-lecture’s application to English reading teaching stimulate students’ interest in English reading?3.Can micro-lecture’s application to English reading teaching improve students’ reading ability and reading achievement?In view of the above research questions,this study takes interviews,questionnaires and tests as research tools,and takes two parallel classes of eighth grade students of Yifu Experimental Middle School in Tianshui City as research objects.One of the classes is selected randomly as the experimental class which is taught by micro-lecture teaching mode,and the other class is the control class which is taught by traditional teaching method.Before the experiment,SPSS17.0 is used totest whether there is a significant difference in reading grades between the two classes,and then the experiment is carried out.After the experiment,questionnaires are sent out to the students of the two classes to understand the students’ acceptance of micro-lecture in English reading teaching and the changes of students’ interest in English reading learning.In order to further clarify students’ attitudes towards the application of micro-lecture,students from different learning levels are selected from the experimental class for interviews.At the same time,two classes are tested after the experiment,to test whether the application of micro-lecture in English reading teaching in junior high school can improve students’ reading ability and reading achievement.The research shows that most of the students like the teaching method of micro-lecture in English reading teaching.Micro-lecture can stimulates students’ interest in English learning and improve students’ English reading ability and reading achievement.The overall teaching effect is good,but some problems are also found in the research.This study puts forward some suggestions to the problems reflected in the application of micro-lecture,and hopes to provide some reference suggestions about micro-lecture teaching for front-line teachers in the future.