Micro-courses In Teaching English Grammar In Senior Middle School

Bearing the characteristics of short length,micro-courses make students take advatage of their available free time.Because of its focused content,micro-courses accomplish clear teaching objectives with promient themes,specific content and approachable concept for students,Consequently,micro-courses have been gradually introduced into English grammar teaching.After being recorded into videos,it can be watched repeatedly by student learners who can preview before class and review after class.In another words,they enable students to use fragmented time to learn actively and independently,which,in turn,promotes the initiative and autonomy of students,thereby improving the effect of students’ learningAs a foreign language,English learning lies its foundation on grammar and vocabulary.Nevertheless,students are confused and helpless confronting the complicated gramactic structure while traditional teacher-illustrating model can not drag students out of the English grammar’s puzzling forest.There are numerous grammatic discplines yet accompanying a variety of exceptional items.Thus,the present thesis proposes the micro-courses in teaching English grammar as a way to tackle things out.Firstly,based on constructivist learning theory and learning motivation theory,this thesis mainly explores the following four questions: how to use micro-courses to teach core grammar points? What’s the effect of the implementing micro-courses teaching? What problems still exist in the implementation of micro-courses teaching? What are the relevant teaching suggestions for the implementation of micro-courses teaching? It also emphasizes three principles of micro-course design,which are student-centered principle,curriculum-centered principle and aesthetic sense-centered principle.Grasping the cores of micro-course design,we can make video with refined content and aesthetic sense of pictures.In the design of micro-courses teaching,this thesis discusses the factors such as experiment time,teaching object,teaching content,teaching environment,micro-course teaching concept and students’ learning style.In the process of teaching implementation,this thesis takes two classes of Senior Two in Fuling Experimental School of Chongqing as the research objects,and chooses attributive clauses,non-predicate verbs and inverted sentences as examples to show the teaching process of micro-lessons and finally show it in the form of video broadcasting.Then,based on the questionnaire survey,the data were analyzed statistically.On the one hand,individual differences do exist among students,and micro-courses take into account such individual differences.Micro-courses also have the characteristics of being able to watch over and over again,thus mobilizing students’ enthusiasm and initiative in learning,so that students at all levels of ability can gain and make progress.Therefore,students hope that teachers will continue to use micro-course to teach English grammar.On the other hand,the thesis also raises some problems arising from the actual teaching process and questionnaire data.For example is the text collocation of the whole micro-courses reasonable and the picture appropriate? Is the content of micro-courses video appropriate? Are teachers’ professional qualities and computer skills high enough? At the same time,it also gives some specific solutions and countermeasures.From the specific teaching practice,we can conclude that compared with the traditional teaching methods,using micro-courses to teach English grammar in senior high school does indeed applies to the students in our school.It not only takes into account the individual differences of students and improves their initiative and enthusiasm in learning,but also improves their English grammar scores and their interest in learning English.Most students hope that teachers will continue to teach English grammar inmicro-courses.