A Practical Study Of The Teaching-designing And Teaching-practice On The Micro-class In Junior Students’ English Grammar Teaching

In the teaching of English,the research on grammar teaching mode has always occupied a major position.In the traditional grammar teaching mode,teachers usually use the method of classroom explanation+after-school training to help students consolidate grammar knowledge.Although this method can achieve the expected teaching objectives in a short period of time,in the long run,this teaching mode not only damages students’ learning initiative,but also increases the cogniti-ve load of English learning;it also weakens the language output of students.Ability,because this model emphasizes the repetitive training of exercises.Especially under the educational background of the new curriculum reform,the current English teaching pays more attention to the overall cultivation of language learning,rather than the ability to test.on the other hand,the development of information and communication technology(ICT)has a revolutionary impact on the field of education.New things such as "WeChat","micro-blog","micro film","micro video" and "micro lesson" have gradually appeared in people’s perspective."Micro era" is coming."Micro lesson" has attracted more and more attention to promote students’ learning and evaluation of learning outcomes.English grammar teaching in junior high school is a major difficulty in junior high school English teaching.In the process of using "micro-class" to teach English grammar in junior high school,"micro-class" can provide some functions such as concise teaching design,effective introduction and so on,which provides more possibilities for the improvement of junior high school English teaching.This study uses the content of "past progressive tense" in English grammar of junior high school,designs micro-lesson teaching cases based on "pre-class" and applies them to practice.It investigates the influence of micro-lesson on students’ learning effect,learning attitude and feelings by means of reflection in class,questionnaires and after-class tests.The main findings are as follows:(1)Students feel good about micro-class assisted English grammar teaching.Most students like micro class assisted English grammar teaching,which is helpful to English grammar learning,but there are significant differences between male and female students.Girls think that micro-lesson assisted English grammar teaching is helpful to learning,but their favorite degree is far lower than that of boys.(2)The effect of micro-class assisted English grammar teaching is good.Nearly 70%of the students think that micro-class assisted English grammar teaching can help them concentrate,better understand grammar knowledge,activate the classroom atmosphere,and achieve at least half of their grammar knowledge.In the achievement test,65%of the students grasped general grammar knowledge.(3)Most students are willing to use micro-classes in English grammar teaching in the future.But girls tend to teach in traditional classes.The results are consistent with the survey of students’ perception of micro-class assisted English teaching.The research shows that it is operable to design a case study of English grammar teaching in junior high school based on micro-lessons from theoretical and practical cases,which plays an important role in English grammar learning and teaching effect improvement,and may be a teaching mode that students prefer more.However,limited by the sample size,the results of the study can only represent a small group.In the future research,we can expand the research object of micro-class assisted English grammar teaching,use information technology to develop more good teaching examples,in order to realize the comprehensive promotion of micro-class assisted English grammar teaching.