| Currently, wif wireless network, IPad, micro video, smart phones affect our traditional way of thinking and learning. And they also provide a new way for education. But there are still old-fashioned teaching methods in the English listening and speaking class in junior high school. Because of lack of class time and large class sizes, it seems that there will be a long way to use micro video, especially how to use it in teaching rationally.According to language acquisition theory, constructivism and blended learning theory, I did experiments in Class 6 and 7 for three years in my school. Practice has proved that the use of micro-video-assisted teaching can stimulate students’interest in listening and speaking. It helps to overcome lack of practice time in traditional teaching of listening and speaking.It gives students more opportunities to improve their listening and speaking skills.The study is divided into six parts:The first chapter is introduction. Based on the analysis of the current situation at home and abroad, I try to look for the novelty and requirements about this topic, and describe the research background and significance. I also analyze specific research methods in the experiment:literature research, survey research, action research, comparative study.The second chapter is literature review. I talk about definition of concepts and theoretical basis such as:micro-video, the definition of micro class, and the theory in experimental studies.The third chapter is about the teaching design of using micro-micro heard video. I analyze the lesson point between micro-video and listening class. And try to describe the status of traditional listening lesson. I aim at teaching content, the demand of the teachers and students. According to a new junior high school English curriculum standards, I design the teaching cases about listening class that is assisted by micro video in order to prepare for the subsequent experimental study.The fourth chapter is application of Micro teaching in English class in junior high school. I compare the traditional English listening and speaking lesson with listening and speaking teaching program assisted micro video. I compare and analyze the results of the study to have a conclusion:micro-video assisted instruction will improve teaching efficiency, and it is a meaningful study subject.The fifth chapter is study conclusion. This is a conclusion about the study above. I describe the role of research for students, teachers and curriculum. At the same time, I reflect the problem that appeared during the study. And I express my hope.The sixth chapter is conclusion. This part is actually a continuation of the fifth chapter. I look to the future——the use of micro-video, micro-assisted teaching courses will be loved and respected by educators and learners. |
