An Empirical Study On The Application Of Micro-lessons To English Vocabulary Teaching In High School Based On Unit Theme

The advancement of Internet technology has strengthened education,and the Internet-based education model has increasingly gained popularity among teachers and students.In recent years,Micro-lessons based on the optimization of educational efficiency have evolved,with the development of mobile media consumers and the progressive improvement of mobile network experience.Micro-lessons not only provide a new platform for teachers to increase their information literacy and professional quality,they also meet the demands of students’ individualized learning.At present,micro-lessons have been widely used in various disciplines of primary and secondary schools in China,and are widely used in curriculum teaching.However,the focus of English vocabulary learning in most senior high schools is detailed instruction,and the unit theme and its thematic significance are overlooked,which leads to the results that students’ English vocabulary learning remains at the level of information acquisition,literal comprehension and mechanical practice.Meanwhile,students are lack of the sense of participation in class and the interest of vocabulary learning.The motivation of autonomous vocabulary learning and training is also weak.So,this type of teaching style makes it difficult for students to expand their vocabulary capacity,limits students’ ability of cross-cultural development,and makes it even more difficult to promote high school students’ core literacy in English.Therefore,the author attempts to design micro-lessons in vocabulary teaching based on unit themes and apply them to English vocabulary teaching in senior high school,in order to verify whether the application of micro-lessons will enhance high school students’ interest in vocabulary learning,help to expand students’ English vocabulary,and increase the accuracy of student’s using vocabulary.In this two-month teaching experiment,the students in Class 1 and Class 2 of Grade 2 in Jiuquan Middle School are chosen as the subjects.Class 2 of Grade 2 is the experimental class while Class 1 of Grade 2 is the control class.In the experimental class,the author tries to use micro-lessons for pre-class vocabulary preview,in-class vocabulary teaching,and post-class vocabulary consolidation.However,in the control class,the traditional vocabulary teaching method is employed.The data is collected through questionnaires,test papers and interviews,and then SPSS is used for data analysis.This study mainly aims to verify the following three questions: 1)Does the application of micro-lessons in English vocabulary teaching in senior high school based on unit theme help to improve students’ interest in vocabulary learning? If so,is the effect significant? 2)Does the application of micro-lessons in high school English vocabulary teaching based on unit theme help to expand students’ vocabulary? If so,is the effect significant? 3)Does the application of micro-lessons in high school English vocabulary teaching based on unit theme help students to use English vocabulary correctly? If so,is the effect significant?The results of the study reveal that: 1)the application of micro-lessons to English vocabulary teaching in senior high school based on unit theme helps to improve students’ interest in vocabulary learning and the effect is remarkable.Under the theme of the unit,students not only progressively develop an interest in English vocabulary acquisition,but also increase their interest in using English vocabulary and appreciate the capacity to express themselves in English.Consequently,they are willing to spend extracurricular time to study,memorize,and use words.2)the application of micro-lessons to English vocabulary teaching in senior high school based on unit theme significantly helps to enhance students’ vocabulary.Students may effectively expand their vocabulary by previewing what they will learn,integrating and recalling what they’ve learned,and applying what they’ve learned in context.3)the application of micro-lessons to English vocabulary teaching in senior high school based on unit theme also significantly help students to use vocabulary correctly.Students begin to pay attention to the deep meaning of vocabulary in the unit theme,master the idiomatic usage of specific vocabulary in specific sentence patterns,and can use vocabulary more accurately.Finally,based on the major findings of this study,the author expounds the implications of this study on English vocabulary teaching in senior high schools,as well as the limitations of this study and the prospects for future research.