A Study On The Impact Of Blended Teaching Model Based On Micro-lecture On English Autonomous Learning Ability Of Senior High School Students

With the deepening of our country’s curriculum reform,the reform of the middle school English curriculum has increasingly emphasized that education should reflect the requirements of the times.In 2013,the Ministry of Education launched the revision of the general high school curriculum,and in 2020 promulgated the General High School English Curriculum Standards（2017 version revised in 2020）.In the light of the new curriculum,we have a better understanding of English learning ability,which refers to the ability of students to actively seek ways to learn English,develop English learning channels and enhance the efficiency of English learning.It can be said that developing students’ English learning skills has become a core component of English teaching.Therefore,the development of students’ learning skills must be given high priority in the process of carrying out English classroom teaching activities in high schools.Under this educational background,many researchers are exploring good ways to develop students’ autonomous learning in the field of information technology and the Internet.The micro-lecture is short and concise,accurate in content,clear in goal,and has a series of supporting resources,which undoubtedly makes it a very practical tool for students to study independently.Therefore,this study explores the application of the blended teaching model based on micro-lecture in high school English classes.This study aims to solve the following problems:1.What is the current situation of the autonomous English learning ability of high school students?2.Does the blended teaching model based on micro-lecture have any effect on high school students’ autonomous English learning ability? If so,in what aspects?The purpose of this study is to explore the impact of blended teaching model based on micro-lecture on English autonomous learning ability of senior high school students.Taking teaching practice as an opportunity,the author conducted a four-month teaching experiment in a key high school in Harbin from September to December 2021.A total of 120 students from two classes with similar English learning levels were selected as the research objects.And divided into experimental class and control class.The second grade（13）class is an experimental class.In this class,a blended teaching model based on micro-lecture is used to guide students to conduct autonomous learning before,during and after class.The second grade（2）class is the control class,and the traditional teaching model is adhered to in the teaching process.This study used questionnaires,classroom observations and interviews.After the teaching experiment,the author first uses SPSS21.0 software to analyze the questionnaire data,and then adds the content of the interview records of students and the content of classroom observations for sorting and analysis,which is used to assist in the discussion of the research results.Research shows that the blended teaching model based on micro-lecture can improve the English autonomous learning ability of high school students,and it is reflected in the six dimensions of English autonomous learning ability: English learning motivation,English learning time,English learning strategy,English learning process,English learning outcomes and English learning environment.Finally,this research provides a reference for high school teachers to apply the blended teaching model based on micro-lecture in actual English teaching and provides directions for subsequent research.