初中英語讀寫結(jié)合教學(xué)中微視頻的運(yùn)用探究

初中英語讀寫結(jié)合教學(xué)中微視頻的運(yùn)用探究初中英語讀寫結(jié)合教學(xué)中微視頻的運(yùn)用探究摘要：隨著科技的發(fā)展，微視頻在教學(xué)中的應(yīng)用越來越普遍。本文對初中英語讀寫結(jié)合教學(xué)中微視頻的運(yùn)用進(jìn)行了探究。通過對相關(guān)研究文獻(xiàn)的綜述和實(shí)證研究的分析，本文發(fā)現(xiàn)微視頻的運(yùn)用可以提高學(xué)生的英語閱讀和寫作能力，激發(fā)學(xué)生的學(xué)習(xí)興趣，增強(qiáng)學(xué)生對英語學(xué)習(xí)的積極性。本文還對初中英語讀寫結(jié)合教學(xué)中微視頻的運(yùn)用策略進(jìn)行了探討，并提出了相關(guān)建議。關(guān)鍵詞：初中英語；讀寫結(jié)合；微視頻；教學(xué)Abstract:Withthedevelopmentoftechnology,theuseofmicro-videosinteachingisincreasinglycommon.Thispaperexplorestheuseofmicro-videosinmiddleschoolEnglishreadingandwritingteaching.Throughareviewofrelevantresearchliteratureandanalysisofempiricalstudies,thepaperfindsthattheuseofmicro-videoscanimprovestudents'Englishreadingandwritingabilities,stimulatestudents'interestinlearning,andenhancetheirenthusiasmforEnglishlearning.Thispaperalsodiscussestheuseofmicro-videosinmiddleschoolEnglishreadingandwritingteachingandprovidessuggestions.Keywords:middleschoolEnglish;readingandwritingintegration;micro-videos;teaching1.IntroductionEnglishreadingandwritingaretwoessentialskillsformiddleschoolstudentstomaster.However,traditionalteachingmethodsoftenfailtoeffectivelyinspirestudents'interestandmotivationinlearning.Withtherapiddevelopmentofnewmediatechnology,micro-videoshaveemergedasapopulartoolineducation.Thispaperaimstoexploretheuseofmicro-videosinmiddleschoolEnglishreadingandwritingteaching,aimingtoimprovestudents'learningoutcomesandenhancetheirlearningexperience.2.TheoreticalFoundation2.1ReadingandWritingIntegrationReadingandwritingaretwocomplementaryskillsinlanguagelearning.Theintegrationofreadingandwritinginstructioncanpromotestudents'understandingoftextstructure,vocabularyexpansion,andcriticalthinkingabilities(Maleki&Teo,2019).Bycombiningreadingandwritingactivities,studentscanbetterabsorbandapplynewknowledge.2.2Micro-VideosinEducationMicro-videosrefertoshort,concisevideosthatconveyinformationinanengagingandeasy-to-understandmanner.Theuseofmicro-videosineducationhasbeenwidelyrecognizedforitsabilitytostimulatestudents'sensesandenhancetheirlearningexperience(Andrews&Hristova,2018).Micro-videoscaneffectivelyattractstudents'attention,cultivatetheirinterest,andfacilitatetheirunderstandingofcomplexconcepts.3.TheBenefitsofMicro-VideosinEnglishReadingandWritingTeaching3.1ImproveReadingComprehensionMicro-videosprovidevisualandauditorysupport,allowingstudentstobetterunderstandthetextcontent.Thecombinationofvisualandauditorystimulihelpsstudentstoanalyzeandinterpretthemeaningofwordsandsentencesmoreaccurately.Empiricalstudieshaveshownthatmicro-video-assistedreadinginstructionsignificantlyimprovesstudents'readingcomprehension(Hu,2021).3.2EnhanceWritingSkillsMicro-videoscanserveaspromptsforwritingactivities.Bywatchingmicro-videos,studentscangatherideas,visualizethetopic,andgeneratetheirowncreativeresponses.Thisimprovestheirwritingfluencyandenablesthemtoexpresstheirthoughtsmoreeffectively.Researchhasdemonstratedthatmicro-video-assistedwritinginstructionresultsinhigherqualitywrittencompositions(Chen,2020).3.3MotivateLearningInterestMicro-videosareappealingtostudentsduetotheirshortdurationandinterestingcontent.Byincorporatingmicro-videosintoEnglishreadingandwritinginstruction,teacherscancreatealivelyandinteractivelearningenvironmentthatstimulatesstudents'curiosityandintrinsicmotivation(Liu,2018).Thisincreasesstudents'engagementinlearningandencouragesactiveparticipation.4.StrategiesforUsingMicro-VideosinMiddleSchoolEnglishReadingandWritingTeaching4.1SelectAppropriateMicro-VideosTeachersshouldcarefullyselectmicro-videosthatalignwiththelearningobjectivesandstudents'proficiencylevels.Themicro-videosshouldbeengaging,culturallyrelevant,andlinguisticallyappropriate.Thisensuresthatstudentscancomprehendthecontentandobtainthedesiredlearningoutcomes.4.2DesignPre-andPost-VideoActivitiesBeforewatchingthemicro-videos,teacherscanintroducethetopic,pre-teachvocabulary,andactivatestudents'priorknowledge.Afterwatchingthemicro-videos,teacherscandesignvariouspost-videoactivities,suchascomprehensionquestions,vocabularyexercises,andwritingtasks.Theseactivitieshelpstudentsconsolidatetheirunderstandingandapplytheirknowledge.4.3PromoteCollaborativeLearningEncouragingstudentstoworkingroupsorpairswhilewatchingmicro-videoscanfostercollaborativelearning.Groupdiscussionsandcooperativetasksenablestudentstoexchangeideas,clarifydoubts,andcollectivelyconstructmeaningfromthemicro-videos.Thisenhancestheircomprehensionandfacilitatestheirlanguageproduction.5.ConclusionTheuseofmicro-videosinmiddleschoolEnglishreadingandwritingteachingoffersnumerousbenefits.Itimprovesstudents'readingcomprehension,enhancestheirwritingskills,andmotivatestheirlearninginterest.Tomaximizetheeffectivenessofmicro-video-assistedinstruction,teachersshouldselectappropriatemicro-videos,designpre-andpost-videoactivities,andpromotecollaborativelearning.Furtherresearchisneededtoexplorethelong-termeffectsandapplicabilityofmicro-videointegrationindifferentteachingcontexts.Nonetheless,micro-videosundoubtedlyhavegreatpotentialtorevolutionizeEnglishlanguageteachingandcontributetostudents'languagedevelopment.References:Andrews,J.,&Hristova,J.(2018).Theeffectivenessofusingmicro-videosinteachinggrammar:Acasestudy.JournalofEducationalTechnologySystems,46(4),627-645.Chen,S.