Action Research On Micro Lecture To Assist English Vocabulary Teaching In Junior High School

Vocabulary is the basic of English language learning.In the English Curriculum Standards for Compulsory Education(2011-year Edition),it is stressed that English vocabulary learning is of great importance in English learning.However,vocabulary learning is still a burden for most junior high school students,thus making them lose interest in English learning gradually.On account of this situation,this study stresses on how to improve the effectiveness and efficiency of English vocabulary teaching methods,which can activate students’ English vocabulary learning interest and improve their mastery of the vocabulary.As the new curriculum reformation gradually deepens and information technology consistently develops,micro lecture is not an unfamiliar concept to educators and learners anymore.Nevertheless,the studies of applying micro lecture in respective subject teaching,especially on English vocabulary teaching still remains minor in numbers and scales.Faced with such situation,the author tries to explore a scientific and practical English vocabulary teaching method which is assisted by the micro lecture.In this case,the author browsed and analyzed related international and domestic studies on the assistance of micro lecture in teaching.In this study,based on the Constructive Theory and Cognitive Theory of Multimedia Learning,the author applies action research,trying to explore an effective way of applying micro lecture in English vocabulary teaching as well as answering the following two questions: 1.If junior high school English vocabulary teaching assisted by micro lecture can influence students’ vocabulary learning interest? 2.If students’ mastery of English vocabulary can be influenced under the assistance of micro lecture in junior high school English vocabulary teaching?The author conducts a two-round action research in half a year after selecting 34 students from Grade 8,who come from a rural junior high school in Dunhua City as the research objects.After two rounds of action research,this study designs and consummates the triangular support mode of applying micro lecture to assist English vocabulary teaching by making adjustment in different aspects.By observation,tests and interviews,the conclusions of the study are as follows: 1.Under the assistance of micro lecture,students’ English vocabulary learning interest is stimulated and their mastery of English vocabulary knowledge is improved.2.During the implementation of applying micro lecture to assist English vocabulary teaching,the design of micro lecture should follow the principles of Constructive Theory and Cognitive Theory of Multimedia Learning,and the teaching content should be concise,highlighted and situational.The presentation of micro lecture should be consistent with the characteristics of junior high school student’s cognition process.During the vocabulary learning process,students perceive,understand,apply and master the vocabulary knowledge and learning methods by self-learning and grouplearning.Under such situation,students’ vocabulary learning attitudes vary from passive to active,thus improving their English vocabulary comprehensive application abilities.The results of this study can provide instruction and assistance on English vocabulary teaching for practical teachers,especially those from rural areas.Meanwhile,English vocabulary teaching resources are enriched.Moreover,the results and experiences of this study can be utilized by practical teachers to improve their English vocabulary teaching,thus elevating their students’ English vocabulary learning interest and mastery levels.