The Application Of Micro-lecture In Junior Middle School English Grammar Teaching

With the information age’s coming,information technology is rapidly developing.There are also great changes in the field of education with new educational resources continuously emerging.Under the new curriculum reform,traditional education models are gradually broken.Besides,English new curriculum standards emphasize students-centered in different learning stages which should adapt to students’ cognitive ability development and facilitate students’ comprehensive language ability.Therefore micro-lecture comes up in response to the proper time and conditions.As a new teaching resource,micro-lecture is of high-interest,terse and dapper.While there are lots of problems in junior students’ grammar learning,the author pays much attention to combine micro-lecture and grammar teaching so as to improve students’interest in grammar learning and cultivate their learning habits as well as autonomous learning awareness.This study investigates the real situation of junior middle school grammar teaching and verifies the effectiveness of micro-lecture to grammar learning in junior middle school.The study puts forward three questions:(1)What are the advantages of micro-lecture applied in junior middle school English grammar teaching?(2)In what way can micro-lecture be applied in grammar teaching successfully?(3)How can the problems in the application of micro-lecture be solved in English grammar teaching?Aimed at three research questions,the present study designs questionnaires for teachers and students,experiment and interview for teachers.The data were all analyzed by SPSS 19.0.In terms of questionnaire for teachers before the experiment,20 English teachers(10 from Hongmei Junior Middle School and the other 10 from Jichuan Middle School)participated in the questionnaire and 20 pieces all proved useful.Two major parts about micro-lecture and grammar teaching are included.It proved that most teachers have knowledge of micro-lecture but seldom employ it in their grammar teaching,and there are many problems in their grammar teaching.In terms of questionnaires of students before and after the experiment,in which 102 students participated while 96 pieces proved to be useful.The results shows students’ interest in grammar learning and their autonomous awareness are all improved.In terms of experiment,the author implemented micro-lecture in grammar teaching in experiment class while in control class the traditional grammar teaching method was still implemented.The experiment lasts for 18 weeks and every two weeks with one micro-lecture.The analysis of data in grammar test before and after the experiment shows that students in EC get higher scores than those in CC.Besides,their scores in English final exam also reveal their significant differences.In terms of teachers’interview,three English teachers talk about the advantages and their suggestions of micro-lecture applied in grammar teaching.The study also provides implications of the application of micro-lecture to grammar teaching.First,teachers should improve their theoretical knowledge about education,grammar teaching and micro-lecture.Second,students-centered should be advocated,and students should learn to put up questions,analyze key points and difficult points,and summarize grammar points.Third,teachers should design micro-lecture based on students’ interest,ability and needs.The last,teachers should adopt various evaluation methods for students to facilitate students’ comprehensive ability development.The study attempts to apply micro-lecture in grammar teaching in junior middle school.The results show micro-lecture is of great significance in students’ grammar learning.Besides,more studies on this type will make contributions to the application of micro-lecture of grammar teaching,improve students’ grammar ability,and facilitate students’ comprehensive language ability development.