A Research On The Application Of Microlecture In Junior High School English Grammar Teaching

Under the background of globalization,the opportunities for using English are greatly increased.Therefore,English is a compulsory course in schools in China.In order to improve the teaching effects,from grammar translation method to task-based language teaching,various teaching methods have been adopted,and they are constantly being updated in English teaching.In English teaching,grammar occupies a very significant position,especially in junior high English teaching.For a long time,there have been disputes about the teaching of grammar.At present,teachers are very concerned about how to teach English grammar since there are still many problems in English grammar teaching in junior high schools.Too much teacher's explanation or neglect of the grammatical rules in the English teaching may exert negative influence on students' grammar learning.In recent years,as a new kind of teaching resource,micro-lecture has attracted the attention of numerous scholars and experts at home and abroad due to its briefness,convenience and efficiency.The effective combination of micro-lecture and English teaching has become a research hot topic.Micro-lecture is a kind of innovative teaching which builds the key points,difficult points and other knowledge points or teaching process into a simple,short video.Based on constructivism theory,mastery learning theory and cognitive load theory,this research aims to apply the micro-lecture teaching to junior high school English grammar teaching,and explore its effects with an experiment.The author selected 10 teachers and 86 students of Pinglu Kangping Junior High School as the research subjects.In the experimental class the author used micro-lecture,while in the control class she used the traditional teaching method to teach English grammar.Questionnaires,interview and tests were adopted to measure the effects of the experiment.The specific research questions are as follows:(1)What changes does the application of micro-lecture bring to junior high school students' grammar learning attitude?(2)What changes does the application of micro-lecture bring to junior high school students' grammar learning achievements?The experimental results show that the scores of the experimental class are significantly higher than those of the control class.The results of the questionnaires and the interview in the experimental class show that micro-lecture grammar teaching can stimulate students' interest motivate students in grammar learning,so they become more active in English grammar learning.Thus,micro-lecture grammar teaching has remarkable effects on improving students' grammar learning achievement and changing their attitude.In this thesis,the author also put forward some suggestions.Firstly,in junior high school English grammar teaching,teachers should give full play to the advantages of lesson preparation collectively and involve in the design and manufacture of micro-lecture so as to make some attractive micro-lectures and constantly enrich the contents of the micro-lecture.Secondly,schools should increase the training of information technology for young teachers so as to cultivate young teachers' ability to make and use new teaching resources.However,due to the limitation of time and other objective factors,the validity of the experiment results cannot be generalized to some extent and need further exploration to maximize the advantages and research value of micro-lecture in English grammar teaching.