Research On The Design And Development Of English Micro-lesson Of Junior High School Based On The Scaffolding Instruction Strategy

With the continuous development of teaching informationization,in recent years,from the overturned classroom and massive open online courses which are popular all over the world,to the micro-lesson which is still popular today,education in the twenty-first century has been deeply integrated with information technology.The scaffolding teaching mainly provides some support for students to help students with learning difficulties to construct their understanding of knowledge.The purpose of this study is to design and develop micro-lessons under the guidance of scaffolding instruction strategy to optimize junior high school English teaching.Firstly,this study uses the concept of“integration point”to classify the subjects of micro-lesson,i.e.knowledge and skills.The first-level integration point must be the key and difficult points in teaching.The second-level integration points must be common and error-prone points of the key and difficult knowledge,which can be explained clearly in 5-10 minutes.The third-level integration point micro-lesson itself should have bright spots to solve the difficulties of classroom teaching or improve the quality of classroom teaching skillfully.Secondly,this study consulted a lot of literature about scaffolding instruction and micro-lessons,browsed a lot ofexisting micro-lessons,and combined with personal practical experience,summed up the design principles of junior high school English micro-lessons based on scaffolding instruction strategy,that is,the principle of appropriate“ dynamical presentation”and“situation-creating”,the principle of emotional experience,the principle of pressure-reducing and quality-improving.Thirdly,this study summarizes the types of scaffolding suitable for English micro-lessons and also elaborates the process of designing and developing micro-lessons and makes micro-lesson cases for teaching experiments.In class 74 of the experimental class,this study made an attempt to use the micro-lesson video and self-learning task sheet to assist teaching.Class 73 of the control class is taught with traditional teaching mode.At the same time,the knowledge level of the experimental class and the control class was tested,and the students in the experimental class were questionnaires to investigate their emotional attitudes towards micro-lesson teaching.Experiments show that micro-lessons based on scaffolding instruction strategy can help students master knowledge and skills efficiently,stimulate students’ interests in learning to some extent,which makes it possible to improve students’ performance.In addition,the theoretical development put forward by this study can also providereference for educators,and ultimately serve for the cultivation of talents with autonomous learning ability.