Mixed Application Of Minter English In Junior English Vocabulary Teaching

Integration of information technology and curriculum resources is the core content of educational informatization.Based on information technology,effective individualized teaching should be implemented to improve students' English language learning and application ability.Under the information environment,the vocabulary teaching method of junior middle school English will undergo major changes.Under this background,"Mint English Sunflower Seed Ubiquitous Learning System"(hereinafter referred to as "Mint English")has entered junior high school English vocabulary teaching.As a new information technology teaching method,it has injected new vitality and vigor into teaching,making use of the characteristics of picture,English,sound and image,so that junior high school English.Vocabulary teaching has become more vivid,intuitive,vivid and lively.It can stimulate students' interest in learning and curiosity.It is easier to break through the teaching difficulties and optimize the training of listening,speaking,reading and writing skills.As a teaching method,"Mint" teaching is a supplement and development to English teaching methods and means.It is helpful to improve the efficiency of classroom teaching and is of great significance to cultivate students' comprehensive ability.Therefore,based on the constructivist learning theory and the Ebinhaus forgetting curve theory,this study puts forward the application of Mindful English in junior high school English vocabulary teaching,hoping to find a correct way to use Mindful English in junior high school English vocabulary teaching,and at the same time can better stimulate junior high school students to learn English.Language interest improves junior middle school students' English vocabulary learning and memory.For this reason,this study has carried out a mixed application study of Minte English vocabulary teaching among the students of Class 5 and Class 6 of Grade 7 in Linze No.2 Middle School.In order to analyze and compare the application effect,the traditional vocabulary teaching in Class 6 of Grade 7,namely the control class,is carried out in Class 5 of Grade 7.Among them,the vocabulary mixed teaching research,is the research class,supported by Minte in the 5th grade of the 7th grade,in order to better analyze and contrast the application effect,the traditional vocabularyteaching in the 7th grade of the 7th grade is the comparison of this study class.Using action research and case analysis method,through the hybrid teaching mode of Minte English vocabulary teaching,designing mixed teaching activities supported by Minte English,after three rounds of mixed teaching practice of Minte English vocabulary teaching,the final practice Application and performance analysis.Through a one-semester Minte English vocabulary hybrid teaching study,and using SPSS20.0data statistical analysis of the students in the study class using Minte English learning,memory vocabulary data record analysis,vocabulary pre-test,post-test results,and seventh grade 5 The class and 6 classes of pre-school delay test scores were compared with the 7th grade and 6th grades of the 7th grade.Students in the study class using Minte's system learning,memory vocabulary scores and analysis of the results of various statistical data have shown that the overall grades of the research class have improved,and the students' word memory has improved significantly at all levels of the class.Different levels of improvement have formed a sharp contrast with the control class.