微課在小學英語課堂中的應用研究——以語法課堂為例英語學專業(yè)

1、論 文 題 目：微課在小學英語課堂中的應用研究以語法課堂為例 摘 要英語新課標中強調(diào)英語教學應當注重培養(yǎng)學生對英語學習的興趣，大力倡導要把現(xiàn)代教育技術與學生學習英語有效地結合起來。在小學英語教學中，語法教學一直是一個熱點問題, 但是如何提高小學英語語法教學的有效性卻一直困擾著小學英語教師，小學英語語法教學也一直面臨著很多的問題。隨著信息技術的發(fā)展，微課逐漸進入大家的視野，并以其短小精悍、內(nèi)容豐富、表現(xiàn)形式多樣等特點越來越受到教育工作者的歡迎和重視，所以研究微課在小學英語學科中的應用對于達到優(yōu)化課堂教學、滿足課程改革的需求的目的，提高學生的學習興趣有著極為重要的意義。本研究根據(jù)微課的特點和語法教

2、學的特點對微課的制作以及應用進行了簡要分析，并通過問卷調(diào)查的方式對微課在小學英語教學的應用進行了分析與評價。關鍵詞：微課 語法教學 小學英語AbstractThe new English curriculum emphasis that English teaching reform should focus on cultivating students interest in English learning, and advocated that the modern educational technology should be combined effectively with t

3、he students English learning. Micro-teaching is welcomed by more and more educators because of its factors such as short and pithy, strong knowledge, rich forms and so on. The study according to the subject characteristics of primary school English and the characteristics of Micro-teaching, briefly

4、analyzed the fabrication and application of Micro-teaching, and analyzed and evaluated the application of Micro teaching in primary school English teaching through the way of questionnaire.Key words: Micro-teaching, Grammar teaching, Primary English ContentsTOC o 1-3 h u HYPERLINK l _Toc13567 Abstra

5、ct in Chinese PAGEREF _Toc13567 i HYPERLINK l _Toc5714 Abstract PAGEREF _Toc5714 i HYPERLINK l _Toc27007 Contents PAGEREF _Toc27007 i HYPERLINK l _Toc16184 Introduction PAGEREF _Toc16184 1 HYPERLINK l _Toc29246 Chapter 1 Literature Review PAGEREF _Toc29246 2 HYPERLINK l _Toc5833 1.1 The understandin

6、g of Micro-teaching PAGEREF _Toc5833 2 HYPERLINK l _Toc8639 1.1.1 The concept of Micro-teaching PAGEREF _Toc8639 2 HYPERLINK l _Toc17095 1.1.2 Characteristics of Micro-teaching PAGEREF _Toc17095 3 HYPERLINK l _Toc22240 1.2 The application of Micro-teaching in primary school English Teaching PAGEREF

7、_Toc22240 4 HYPERLINK l _Toc15925 1.3 The application of Micro-teaching in English grammar teaching PAGEREF _Toc15925 4 HYPERLINK l _Toc16841 1.4 The requirements of English grammar teaching in primary schools in new curriculum standards PAGEREF _Toc16841 6 HYPERLINK l _Toc23807 1.5 Grammar teaching

8、 method PAGEREF _Toc23807 6 HYPERLINK l _Toc24955 Chapter 2 The design of Micro-teaching in primary school English grammar teaching PAGEREF _Toc24955 9 HYPERLINK l _Toc14818 2.1 The design steps of Micro-teaching in primary school English grammar teaching PAGEREF _Toc14818 9 HYPERLINK l _Toc1676 2.2

9、 The design types of Micro-teaching in primary school English grammar teaching PAGEREF _Toc1676 13 HYPERLINK l _Toc18592 2.3 The fabrication technology of Micro-teaching in primary school English grammar teaching PAGEREF _Toc18592 14 HYPERLINK l _Toc19736 Chapter 3 The implementation and evaluation

10、of Micro-teaching in primary school English grammar teaching PAGEREF _Toc19736 15 HYPERLINK l _Toc22213 3.1 Changes in students learning interest PAGEREF _Toc22213 15 HYPERLINK l _Toc20210 3.2 The effect of Micro-teaching on learning grammar PAGEREF _Toc20210 15 HYPERLINK l _Toc22397 3.3 Students lo

11、ve degree to Micro-teaching PAGEREF _Toc22397 16 HYPERLINK l _Toc6292 Conclusion PAGEREF _Toc6292 17 HYPERLINK l _Toc31575 Acknowledgments PAGEREF _Toc31575 18 HYPERLINK l _Toc32357 Bibliography PAGEREF _Toc32357 19 HYPERLINK l _Toc23272 Appendix 1 PAGEREF _Toc23272 20 HYPERLINK l _Toc7495 Appendix

12、2 PAGEREF _Toc7495 21 HYPERLINK l _Toc29604 Appendix 3 PAGEREF _Toc29604 22 HYPERLINK l _Toc26770 Appendix 4 PAGEREF _Toc26770 23The Application of Micro-teaching in Primary School English teachingTaking the Grammar Class as an ExampleIntroductionCompared with other English teaching, many teachers t

13、hink that grammar teaching is more difficult. It is because that the grammar is more abstract compared with vocabulary, topic and so on, and it is quite difficult for primary students to understand. Students can not maintain high interest because the grammar is abstract, many students think it is di

14、fficult to learn. But in the face of boring grammar teaching content, heavy teaching task and limited class time, few teachers can set up different situations for students in accordance with grammatical knowledge. Most of teachers were teaching according to the requirements of teaching materials and

15、 teaching plans, but did not realize the actual mastery of students. Students are often confused about some knowledge especially some English abstract concepts and terminologies. In the absence of complete understanding, students can only learn by rote of these rules, so that it is easy to make mist

16、akes in the output process. In order to stimulate and cultivate the students interest in learning grammar, it is necessary to make the boring grammar teaching interesting, create a good language environment for students, and help them to summarize the knowledge in the situation, so that they can lea

17、rn grammar knowledge to remember, to apply their knowledge. So that they can remember grammar knowledge and can use what they have learned.Many primary school English teachers feel that grammar teaching is very difficult. The students are very interested in the story and the plot of each subject, bu

18、t they cant help it when it comes to grammar, then grammar teaching has become the most popular part in English class. Most teachers teaching methods are too simple in the grammar teaching class, besides, they usually use the same teaching methods in different grammar knowledge. For example, some te

19、achers prefer to use the method of enhancing text display. Only this method does not work, teachers will adopt another teaching method. Other most of the teachers often use repeated exercises, which let the students make use of a new pattern to imitate the sentences until the students master them. I

20、n addition, with the popularization of information technology, many teachers prefer to download some lesson plans or multimedia courseware from the internet. This will lead to the same grade group use the same teaching methods when teaching the same knowledge. Few teachers can design their own teach

21、ing steps according to the characteristics of learning and knowledge in this class.Chapter 1 Literature Review1.1 The understanding of Micro-teaching1.1.1 The concept of Micro-teaching The relevant names of foreign Micro-teaching are Mini-Course, Micro-Learning, Micro-Lesson , Micro Lecture and so o

22、n. And the research orientation of Micro-teaching in different countries is not exactly the same.When referred to the Micro-teaching abroad, we have to mention Le Roy A. Mc Grew, a professor of University of Northern Iowa. His “60 second curriculum” proposed in 1993 (Le Roy A. Mc Grew, 1993) and the

23、 British Napier University s professor T. P. Kee s “One minute speech” were the prototype of Micro-teaching(T. P. Kee, 1995). David. Penrose in San Juan College of the state of New Mexico created Micro-teaching in 2008, he combined the teaching content with the teaching goal in one minute by using t

24、eaching approach of constructivism. The teaching content is based on mobile learning and online learning, also known as the “knowledge pulse” to produce a new learning experience. He believes that “Micro-teaching take the constructivism as guiding ideology, take online learning or mobile learning as

25、 purpose, take a specific topic or key concept as the teaching content, record sixty seconds of course through the audio or video ” ( Zhang Jingran, 2012).There are different interpretations of the concept of Micro-teaching in domestic researchers. Education Management Information Center of the Mini

26、stry of Education put forward that the Micro-teachings full name is “micro video course” in September, 2012. It takes teaching video as the main presentation, is a organic combination of teaching process and related resources. However, some scholars equated Micro-teaching with micro curriculum, thou

27、ght they were the same concept. For example, the “micro curriculum” (or “micro-teaching”), as mentioned by Li Jiahou, refers to a short course of less than 10 minutes, with a clear set of goals, aiming at a short and a little problem( Li Jiajou, 2013). Their main difference between them lies in whet

28、her regard the micro-teaching as a “teaching resources” or “curriculum”. Jiao Jianli, however, believes that the micro-teaching is a kind of online teaching video which to explain a certain knowledge point, with a short rod online video as a form of expression, and take learning or teaching applicat

29、ions as its purpose( Jiao Jianli, 2013). He stressed that the performance of micro-teaching is online teaching video. Guangdong City, Foshan Province Bureau of Education Information Network Center teacher Hu Tiesheng proposed that micro-teaching can also called “micro curriculum”, it is an abbreviat

30、ion of “micro video network course”. It is based on the micro teaching video as the main carrier, for a subject knowledge (such as: key, difficulty, test) or teaching (such as: learning activities, theme, experimental tasks) a scenario based design, new network curriculum resources to support a vari

31、ety of learning styles ( Hu Tiesheng, 2013). For teachers, “micro-teaching” will reform the traditional way of teaching and research, breakthrough the traditional teachers class evaluation mode, electronic lesson preparation of teachers, resources and application of classroom teaching and after clas

32、s reflection will have more pertinence and effectiveness, but also can take care of students differences in learning. The students, “micro class can better meet the students knowledge of different disciplines of personalized learning, on-demand selection learning, can not only check missing trap and

33、 consolidated knowledge, is an important supplement for traditional classroom learning course resource development.1.1.2 Characteristics of Micro-teaching (1) The learning process is shortAt the time of the study, the micro-teaching has benefits beyond the traditional classroom teaching. The traditi

34、onal teaching time is about 45 minutes, while the micro-teaching is generally not more than 10 minutes. This is due to the learners attention span is generally short, follows the human attention to keep law and cognitive features of micro video design the best growth is about 3-6 minutes, generally

35、not more than 10 minutes. Compared with the previous more than and 40 minutes of classroom teaching, micro-teaching helps to attract the attention of learners, in a relatively short period of time to learn efficiently complete the construction of knowledge learning activities. The arrangement is com

36、pact, the whole process of learning spent little time and effort, which can reduce the students learning pressure and burden. (Wang Xiaodong, 2014)(2) Small capacityResource capacity is generally no more than tens of megabytes, with micro video as the main form, situational presentation, can be acce

37、ssed through a variety of terminal, can realize mobile learning. An excerpt from a micro class theme or subject teaching, and short focus. Based on a reasonable design for knowledge content segmentation, reorganization let the students to reach the micro target small progress. ( Hu Tiesheng, 2011)(3

38、) The teaching goal is clear, the knowledge point is unitaryAccording to the definition of micro course, we can know that the micro class describes a knowledge point as the goal, so a micro lesson includes only a knowledge point, such a micro class the teaching content design is more refined, the te

39、aching goal is more clear and soft. ( Hu Tiesheng, 2011)(4) Flexible learning methodsWith the development of mobile digital products and wireless network popularization, online learning, mobile learning is becoming more and more popular. Because of its small and micro characteristics, in mobile lear

40、ning and online learning is becoming more and more popular today has become more teachers and students attention and love. The micro class can choose according to their needs of learning, students can not only it is used in the class can also be used in class, not only can consolidate the knowledge

41、gaps and to strengthen. ( Zhou Qingzheng, 2013).1.2 The application of Micro-teaching in primary school English TeachingIn the current background of information technology unprecedented development, English teaching is the development of the times and the micro class combination, to the needs of tea

42、ching in the classroom teaching and students after learning perspective, expounds the application of micro-teaching in English teaching, but there is no analysis about the application status of micro class in the primary school English teaching( Xu Ke, 2014).In addition, the micro course characteris

43、tics and teaching combination and puts forward the construction meaning of English micro class( Du Xin, 2006). He pointed out in the article that the micro class is a “micro research”, is mainly used to study some small issues, and discusses the basic characteristics of micro research the basic idea

44、, the basic value, the four aspects of basic process. In the case analysis of the application of micro course in English teaching, and thus the results are analyzed and discussed. Liu Suqin (2007) proposed micro-teaching and specific English teaching practice The author believes that the study of th

45、e micro course in English teaching should not only stay on the surface, but in the later study, we should use the empirical research methods to clarify the application of the micro-teaching in English Teaching.For the study of micro-teaching in China, although the research and application of the mic

46、ro-teaching by more and more experts and teachers attention, but is still in the preliminary exploration stage, there are still many shortcomings and disadvantages. But the micro class will break through the original teaching methods of teachers, teachers for teaching reflection will be more targete

47、d; students can also demand learning, personalized learning to meet the requirements of micro class has become the extension of the traditional classroom (Liu Shineng, 2013); micro resource network learning platform will be based on more perfect. 1.3 The application of Micro-teaching in English gram

48、mar teachingMicro-teaching is a kind of new learning resources, which is of great significance to our study. Micro-teaching have been promoted in all disciplines include primary school English. Micro-teaching has brought a lot of new changes in primary school English teaching. With the development o

49、f distance learning and training, the teachers have gradually deepened their understanding and understanding of Micro-teaching. they can develop a number of Micro-teaching resources according to the specific teaching needs. Micro-teaching plays different roles in different learning stages, which mak

50、es the study more closely. It has penetrated into every stage of the primary school English teaching:(1) Preview before class, cultivate good self-study habitPreview is an important task of effective learning, an important part of English learning, but also the key to cultivating students self-learn

51、ing ability. However, preview is always a link which is easily to be ignore. The arrangement of preview work is often a mere formality, and lacks supervision and inspection,so that many students neglect it. The Micro-teaching provides the impetus for students preview. The lively and vivid lesson vid

52、eos adds to the fun of students preview, are popular by most of the students. Teachers can grasp the key and difficult point to designed different kinds of Micro-teaching. Most teachers will teach the content of the class into a small Micro-teaching, which can increase the time for students to think

53、 independently, and can save a lot of class time. Teachers can fully understand the important guiding role of the Micro-teaching in class preparation ( Li Hong, 2011).(2) Improving the efficiency of classroom by using Micro-teachingEnglish learning is not only the mastery of knowledge, but also the

54、cultivation of language ability. In the process of learning in the class, on the one hand, the students should discuss with each other to solve the problems which they have not been able to understand before class. On the other hand, teachers should guide the students to develop their English langua

55、ge ability. The new teaching links will explain the key and difficult point by using Micro-teaching. In this way, students gain a free, relaxed and open learning environment, which is not only helpful to cultivate students ability of self-study and cooperation, but also labor-saving and efficient (L

56、i Hong, 2011).(3)Guide after class review and summary feedback through Micro-teachingAfter class review is an important part of the learning process, it is a timely review to the content of classroom learning. The after-class review plays a role of gaining new insights through restudying the old mat

57、erial, which can further prevent forgetting, improve students ability to summarize and develop good study habits. We can use after-school review to consolidate the knowledge learned in class and to find our weakness of knowledge. By summing up, the knowledge can be reduced into the existing knowledg

58、e structure system. For most primary school students, they have no sense, habits and methods of after-school review, and lack systematic learning. The Micro-class brings a solution to this problem. The ability of summarizing is important for childrens growth and future work. Nowadays, primary school

59、 English teachers can use the Micro class to guide and help students to find some regular thing, and the use of lively Micro class design exercises can achieve the purpose of drawing inferences about other cases from one instance. ( Fan Yongxian, 2009).1.4 The requirements of English grammar teachin

60、g in primary schools in new curriculum standardsSince the implementation of English curriculum reform, the traditional emphasis of English teaching on grammar and vocabulary has been changed. The new curriculum pointed out clearly that the focus of the English curriculum reform is to change the pres