The Research On The Role Of Micro Lesson Of Vocabulary Teaching Of Middle School

With the continuous deepening of education reform and the continuous development of educational informationization,micro-curriculum has attracted much attention as an emerging educational resource.Nowadays,micro-classes are no longer a strange concept.However,the practice of applying micro-courses to specific subject teaching is still a minority,especially in the teaching of English vocabulary.Coupled with some rural secondary schools,because of the limited conditions,it is even less applied.Therefore,this thesis conducts experimental research on English vocabulary teaching in rural junior middle school.The thesis attempts to create a junior high school English vocabulary micro-teaching mode,verify the effect of micro-course vocabulary teaching mode,and explore a new way to get rid of the dilemma of junior high school English vocabulary teaching in county middle school.In terms of the application effect of the micro-courses,the results of the use of the micro-courses are studied in terms of student achievement and learning attitude.In the front of this thesis,the research and theoretical analysis of related literatures are mainly carried out.Through the research status at home and abroad,some theoretical information that is instructive for this paper is obtained.The micro-courses are explained and explained,in order to discuss the concept of micro-classes.There is a theoretical guide to the characteristics,production,and application.Next,this paper should take the method of investigation and experimental research,taking 4 classes of the second grade of junior high school as the research object,including 1 class and 2 classes as the experimental group,using the micro-course for vocabulary teaching;3 classes and 4 classes as the control group,Use the usual way to teach English vocabulary.Through the experimental teaching method,this paper tries to construct the vocabulary teaching of junior middle school English micro-course,and tries to teach in the aspects of phonetics,word form and word meaning.Through the tentative study of this comparative system,the following findings are found: 1.Update the old ideas of rural teachers' English vocabulary in the form of micro-teaching;2.Constructing the English phonetic,morphological,and semantic micro-teaching teaching modes in the middle schools of the county,providing a new path for vocabulary teaching for rural middle school teachers;3.The validity of the model is verified by empirical research,and the main problems that need to be solved in the English vocabulary teaching of county middle schools are found;4.Put forward a practical and feasible strategy for vocabulary teaching that is suitable for the characteristics of county education.Through the use of micro-teaching,students in Class 1 and Class 2 have significantly improved their academic performance in junior high school English vocabulary,as evidenced by vocabulary spelling and English-Chinese translation.In terms of vocabulary learning attitude,almost all students It means that this way is preferred,and students can learn in the context of micro-courses.I hope that the research results of this paper can help the first-line workers to improve the teaching mode and methods,and widely apply the micro-teaching teaching,which can not only enrich the teaching resource pool,but also improve the teaching effect.