Application Of ASSURE Model On English Phonetic Teaching In Junior Middle School Grade One

Under the background of education and English subject informatization, the use of media and technology in English teaching is more and more frequent and extensive. Combined with the education internship opportunity in Ningxia, it is found in practical investigation that English teachers of grade one in Yinchuan Huiming middle school still have a lot of confusion in how to teach systematically and how to use teaching media and teaching technology effectively. Among numerous models of media teaching and guiding, the ASSURE model which was proposed by American education technology experts Sharon E. Smalsino、Robert Heinich、Michael Molenda、James D. Russell is more mature and widely used in guiding teachers to use media and technology in teaching. The first year in middle school is the golden stage of phonetic learning. Thus, this study attempts to explore the application effect of the ASSURE model in English phonetics teaching of grade one; to research if there is a help in promoting learners’phonetic learning, enhancing their interest in learning English, and improving the interaction between teachers and students.This research which adopts literature analysis method, studies the application necessity and feasibility of English phonetic teaching in grade one, in view of the ASSURE model’s teaching application situation at home and abroad. This research lasted two months. It explores the effectiveness of the phonetic teaching and students’speech learning by using voice test, questionnaire survey and interviews survey in 16 times of phonetic teaching practice.The research object of this study is class 16 grade one of the Yinchuan Huiming middle school in Ningxia. It is based on the six steps of ASSURE model to analyze and design English phonetic teaching of grade one. The first step analyzes the 47 phonetic learner’s general characteristics, English phonetics learning ability and learning style; the second step states the specific phonetic teaching goals by using "ABCD" description method; the third step discusses how to choose the phonetic teaching media, materials and teaching methods; the forth step designs the using method of media and material with "5 P" principle; the fifth step designs different teaching links, and uses a variety of evaluation methods to make students participate in classroom learning; the sixth step evaluates phonetic teaching application effect, and modifies the phonetic teaching design scheme.Through phonetic teaching practice, it is found that, under the guidance of ASSURE model, school teaching medias and resources can be made full use in English phonetics teaching of grade one. Thus, a class dominated by teachers and students as the main body is formed. The ASSURE model is also helpful to promote the students’phonetic learning; inspire the students’ interest of English study to a certain extent, and strengthen the communication between teachers and students.