A Study On The Application Of Micro-lecture To English Grammar Teaching In Senior High Schools

English teaching in Chinese senior high schools is FL teaching.No matter how rapidly the society changes and education reform penetrates,English teaching concentrates on cultivating students’ competence in listening,reading,writing and speaking.The discussion about the English teaching in senior high schools has been circling round vocabulary,grammar,reading and writing.Therefore,English grammar teaching has always been a major focus for many educational researchers.Currently,many English teachers in Senior high schools adopt a conventional and boring teaching method in the English grammar teaching process.This conventional teaching mode laid emphasis on the teachers’ teaching instead of students’ learning.Knowledge transfer is the main focus in class activities.The in-class teaching always ignores students’ motivation and interest.Students are reluctant to participate in the activities in class.They are not enthusiastic about English grammar learning or have no ideas about what to expect in the learning process.As a consequence,students show no interests in grammars or they even dislike grammar teaching classes.With the implementation of new English Curriculum Criteria,an increasing number of educators start to propose that the teacher should consider learners as the subjects in the class and should do whatever they can to enhance students’ independent learning ability so as to develop students’ subjective initiative and raise students’ thinking and reasoning abilities.With the fast development of information technology and the upcoming era of “Internet +”,varieties of portable electronic devices make it possible to carry out the fragments leaning strategy or mobile learning.With the deep integration of “Internet + education”,micro lecture comes into our lives and classrooms.Micro lecture,also called micro course or micro lesson,refers to short videos recording a whole teaching or learning process in which a certain knowledge point is focused on in or out of the classroom.One micro lecture always concentrates on only one language point.It is the combination of words,sounds,diagrams,images as well as animations in one video to arouse students’ enthusiasm and initiative.By way of micro lecture,the dull English grammar teaching can be perfectly combined with the modern educational technology,which profoundly improves the teaching efficiency;therefore,it enjoys great popularity among senior high school teachers.As for this situation,this article attempts to apply the micro lecture teaching mode to English grammar in Senior High Schools,in the hope of figuring out solutions that have existed in traditional teaching mode.This paper refers to the theory of constructivism,TPACK and cognitive learning theory as the theoretical basis.During the research procedure,literature method,experimental method,interviews as well as questionnaire have been applied as the research instruments.The paper tries to verify the application of micro lecture to English grammar teaching practice in senior high school.The subjects of the study are all senior three return students in Mianyang Experimental Senior Middle School.They are from two classes(50 in each),with one experimental class being taught English grammar through micro lecture and one control class being taught English grammar through traditional grammar teaching method.The pre-test,post-test and interviews are used to collect the data and then the SPSS 22.0 is used to analyze the data.The study tries to answer the following two questions:1.To what degree does micro lecture teaching influence grammar achievements of students with different grammar levels?2.From what aspects does micro lecture teaching affect students’ attitude in English grammar learning in senior high schools?Based on the test scores,the students in both classes are classified into three groups: high score group(>70),mid score group(50-69),and low score group(<49).Through the analysis of the empirical study,the author can draw the following conclusions: on the whole,students’ grammar level in the experimental class improved more than that of students in the control class.On the other hand,of the three groups,the mid score group has significantly improved,followed by high score group while the low score group obtained the least improvement,which means the micro lecture teaching mode does have an influence on the students in English grammar learning.And at the same time,students’ interests of learning English grammar and the confidence of using grammar also increase greatly in the experimental class.According to the findings above,the researcher has put forward some implications for the further study: firstly,for the sake of students,it is of great essence to cultivate their self-learning ability,so that they can have a better command of the learning process;besides,from the teachers’ perspective,the work on the micro lecture design and the resource management should be systematically,well-classified.Last,as for the school authorities,they should offer the proficient support such as the Internet and technology assistance for the implementation of micro lecture mode.