A Research On The Application Of Cultural Introductory Micro-lessons Into Senior High School English Reading Teaching In Rongchang Middle School

English is widely taught and learned in China.It is of great importance in various exams.Reading is the best way of input.But to precisely understand a passage,students have to have a good understanding of culture.However,current reading teaching pays little attention to culture teaching.With the information age coming,it is certain that education will turn to information technology.Micro-lessons have come into being.Micro-lessons are short,creative and intensive.Connected with modern audio-visual technology,they can present structural knowledge within a few minutes.Students can make use of spare time to study.Students can also watch micro-lessons repeatedly until they understand,which well satisfies students’ personal needs for personalized learning and autonomous learning.How to apply micro-lessons to cultural introduction in high school English reading teaching is the topic of the research.The research focuses on the following three issues:1.Can cultural introductory micro-lessons help students develop interest and confidence in reading?2.Can cultural introductory micro-lessons help students raise cultural awareness and better understand passages?3.Can cultural introductory micro-lessons help students improve their reading grades?In order to solve the three problems,based on constructivism,micro-learning theory and cross-cultural communication theory,the research reviews literature related to micro-lessons and culture teaching.A survey is made to know the present situation of cultural introduction in Senior One of Rongchang Middle school and the necessity of cultural introductory micro-lessons.According to the previous result,the research is aimed to study how to design and carry out cultural introductory micro-lessons.Then in the experimental class,cultural introductory micro-lessons which last one term are carried out,while in the reference class,traditional cultural introductory method is used.Finally,data are collected and analyzed by SPSS 17.0 for the final conclusion.Reading comprehension tests,questionnaires,interviews and scales are adopted.According to the analysis of data,three conclusions are made:1.Cultural introductory micro-lessons are creative and interesting enough to attract students.Students not only develop interest and confidence in reading but also they take an active part in reading activities.2.Cultural introductory micro-lessons present culture close to real life,which can raise students’ cultural awareness and provoke passion for culture learning.Students accumulate culture,which in turn helps them better understand main ideas and the author’s emotion and attitudes.3.Cultural introductory micro-lessons can help improve students’ reading grades to some degree.Although students’ scores in experimental class don’t increase a lot,they obviously tend to grow.However,students’ scores in experimental class almost remain the same.If only the paper could be of any use to high school English reading teaching.