A Study On The Design And Practice Of Micro-course In English Attributive Clause Teaching In Senior High Schools

With the development of information technology,people start a new round of thinking about how to integrate information technology with education and teaching.As a new type of teaching resource,micro-course has gradually attracted the attention of scholars,experts and front-line teachers in the filed.Therefore,the combination of micro-course and subject teaching has become the trend of education development in the new era.Based on constructivism theory and cognitive load theory,this study takes the attributive clause grammar knowledge of Oxford high school English module as an example,and takes 48 students from class 415,grade one of the internship school as the research object to carry out the teaching design and practice of micro-course in English grammar teaching in senior high schools.To explore the following three questions:(1)how to design high school English grammar micro-course?(2)how is attributive clause micro-course implemented in grammar teaching in high school?(3)how is the implementation effect of attributive clauses micro-course in the teaching of English grammar in senior high schools? First of all,this study proposes three design principles of micro-course of English grammar in senior high school,including principles of knowledge targeting,students' subjectivity,and situational interest.And design process include five stages about analysis,design,production,implementation and evaluation.Then it gives three specific examples of the design of attributive clauses: pre-class guidance,in-class aid and after-class consolidation.On this basis,the author demonstrates the specific implementation process of the application of attributive clause micro-course in grammar class teaching,including independent learning,interactive learning,review and expansion.Finally,this study evaluates the teaching practice of micro-course through test method,questionnaire method and interview method,which reflects the scientificity of the research.This study finds that the principles of knowledge pertinence,students' subjectivity and situational interest should be followed in the micro-course design of English grammar in high schools.At the same time,the application of micro-course of attributive clause in grammar teaching can arouse the interest of students in learning grammar and get the expected teaching results.This study demonstrates a new grammar teaching method for high-school English teachers,which is of certain theoretical and practical significance for expanding the field of micro-course teaching and enriching the grammar teaching method of high school English.