论文题目 | 微课在小学英语课堂中的应用研究——以语法课堂为例 The Application of Micro-teaching in Primary School English Teaching ------Taking the Grammar Class as an Example |
1.The understanding of Micro-teaching 1.1 The concept of Micro-teaching The relevant names of foreign Micro-teaching are Mini-Cour, Micro-Learning, Micro-Lesson , Micro Lecture and so on. And the rearch orientation of Micro-teaching in different countries is not exactly the same. When referred to the Micro-teaching abroad, we have to mention Le Roy A. Mc Grew, a professor of University of Northern Iowa. His "60 cond curriculum" propod in 1993 (Le Roy A. Mc Grew, 1993) and the British Napier University’ s professor T. P. Kee’ s "One minute speech" were the prototype of Micro-teaching(T. P. Kee, 1995). David. Penro in San Juan College of the state of New Mexico created Micro-teaching in 2008 , he combined the teaching content with the teaching goal in one minute by using teaching approach of constructivism. The teaching content is bad on mobile learning and online learning, also known as the "knowledge pul" to produce a new learning experience. He believes that "Micro-teaching take the constructivism as guiding ideology, take online learning or mobile learning as purpo, take a specific topic or key concept as the teaching content, record sixty conds of cour through the audio or video " ( Zhang Jingran, 2012). There are different interpretations of the concept of Micro-teaching in domestic rearchers. Education Management Information Center of the Ministry of Education put forward that the Micro-teaching’ s full name is "micro video cour" in September, 2012.It takes teaching video as the main prentation, is a organic combination of teaching process and related resources. However, some scholars equated Micro-teaching with micro curriculum, thought they were the same concept. For example, the “micro curriculum” (or “micro-teaching”弛怎么读), as mentioned by Li Jiahou, refers to a short cour of less than 10 minutes, with a clear t of goals, aiming at a short and a little problem( Li Jiajou, 2013). Their main difference between them lies in whether regard the micro-teaching as a “teaching resources" or "curriculum". Jiao Jianli, however, believes that the micro-teaching is a kind of online teaching video which to explain a certain knowledge point, with a short rod online video as a form of expression, and take learning or teaching applications as its purpo( Jiao Jianli, 2013). He stresd that the performance of micro-teaching is online teaching video. Guangdong City, Foshan Province Bureau of Education Information Network Center teacher Hu Tiesheng propod that micro-teaching can also called “micro curriculum”, it is an abbreviation of “micro video network cour”. It is bad on the micro teaching video as the main carrier, for a subject knowledge (such as: key, difficulty, test) or teaching (such as: learning activities, theme, experimental tasks) a scenario bad design, new network curriculum resources to support a variety of learning styles ( Hu Tiesheng, 2013). For teachers, 红豆粥的功效与作用“micro-teaching” will reform the traditional way of teaching and rearch, breakthrough the traditional teachers’ class evaluation mode, electronic lesson preparation of teachers, resources and application of classroom teaching and after class reflection will have more pertinence and effectiveness, but also can take care of students differences in learning. The students, “定罪标准micro class can better meet the students’ knowledge of different disciplines of personalized learning, on-demand lection learning, can not only check missing trap and consolidated knowledge, is an important supplement for traditional classroom learning cour resource development.欧美照片 1.2 Characteristics of Micro-teaching (1) The learning process is short At the time of the study, the micro-teaching has benefits beyond the traditional classroom teaching. The traditional teaching time is about 45 minutes, while the micro-teaching is generally not more than 10 minutes. This is due to the learner’s attention span is generally short, follows the human attention to keep law and cognitive features of micro video design the best growth is about 3-6 minutes, generally not more than 10 minutes. Compared with the previous more than and 40 minutes of classroom teaching, micro-teaching helps to attract the attention of learners, in a relatively short period of time to learn efficiently complete the construction of knowledge learning activities. The arrangement is compact, the whole process of learning spent little time and effort, which can reduce the students’ learning pressure and burden. ( Wang Xiaodong, 2014) (2) Small capacity Resource capacity is generally no more than tens of megabytes, with micro video as the main form, situational prentation, can be accesd through a variety of terminal, can realize mobile learning. An excerpt from a micro class theme or subject teaching, and short focus. Bad on a reasonable design for knowledge content gmentation, reorganization let the students to reach the micro target small progress. ( Hu Tiesheng, 2011) (3) The teaching goal is clear, the knowledge point is unitary According to the definition of micro cour, we can know that the micro class describes a knowledge point as the goal, so a micro lesson includes only a knowledge point, such a micro class the teaching content design is more refined, the teaching goal is more clear and soft. ( Hu Tiesheng, 2011) (4) Flexible learning methods With the development of mobile digital products and wireless network popularization, online learning, mobile learning is becoming more and more popular. Becau of its small and micro characteristics, in mobile learning and online learning is becoming more and more popular today has become more teachers and students attention and love. The micro class can choo according to their needs of learning, students can not only it is ud in the class can also be ud in class, not only can consolidate the knowledge gaps and to strengthen. ( Zhou Qingzheng, 2013) 2.The application of Micro-teaching in primary school English Teaching In the current background of information technology unprecedented development, English teaching is the development of the times and the micro class combination, to the needs of teaching in the classroom teaching and students after learning perspective, expounds the application of micro-teaching in English teaching, but there is no analysis about the application status of micro class in the primary school English teaching( Xu Ke, 2014). In addition, the micro cour characteristics and teaching combination and puts forward the construction meaning of English micro class( Du Xin, 2006). He pointed out in the article that the micro class is a "micro rearch", is mainly ud to study some small issues, and discuss the basic characteristics of micro rearch the basic idea, the basic value, the four aspects of basic process. In the ca analysis of the application of micro cour in English teaching, and thus the results are analyzed and discusd. Liu Suqin (2007) propod micro-teaching and specific English teaching practice The author believes that the study of the micro cour in English teaching should not only stay on the surface, but in the later study, we should u the empirical rearch methods to clarify the application of the micro-teaching in English Teaching. For the study of micro-teaching in China, although the rearch and application of the micro-teaching by more and more experts and teachers' attention, but is still in the preliminary exploration stage, there are still many shortcomings and disadvantages. But the micro class will break through the original teaching methods of teachers, teachers for teaching reflection will be more targeted; students can also demand learning, personalized learning to meet the requirements of micro class has become the extension of the traditional classroom (Liu Shineng, 2013); micro resource network learning platform will be bad on more perfect. 3.The application of Micro-teaching in grammar teaching Micro-teaching is a kind of new learning resources, which is of great significance to our study. Micro-teaching have been promoted in all disciplines include primary school English. Micro-teaching has brought a lot of new changes in primary school English teaching. With the development of distance learning and training, the teachers have gradually deepened their understanding and understanding of Micro-teaching. they can develop a number of Micro-teaching resources according to the specific teaching needs. Micro-teaching plays different roles in different learning stages, which makes the study more cloly. It has penetrated into every stage of the primary school English teaching: (1) Preview before class, cultivate good lf-study habit Preview is an important task of effective learning, an important part of English learning, but also the key to cultivating students lf-learning ability. However, preview is always a link which is easily to be ignore. The arrangement of preview work is often a mere formality, and lacks supervision and inspection,so that many students neglect it. The Micro-teaching provides the impetus for students’ preview. The lively and vivid lesson videos adds to the fun of students preview, are popular by most of the students. Teachers can grasp the key and difficult point to designed different kinds of Micro-teaching. Most teachers will teach the content of the class into a small Micro-teaching, which can increa the time for students to think independently, and can save a lot of class time. Teachers can fully understand the important guiding role of the Micro-teaching in class preparation ( Li Hong, 2011). (2) Improving the efficiency of classroom by using Micro-teaching English learning is not only the mastery of knowledge, but also the cultivation of language ability. In the process of learning in the class, on the one hand, the students should discuss with each other to solve the problems which they have not been able to understand before class. On the other hand, teachers should guide the students to develop their English language ability. The new teaching links will explain the key and difficult point by using Micro-teaching. In this way, students gain a free, relaxed and open learning environment, which is not only helpful to cultivate students’ ability of lf-study and cooperation, but also labor-saving and efficient (Li Hong, 2011). (3)Guide after class review and summary feedback through Micro-teaching After class review is an important part of the learning process, it is a timely review to the content of classroom learning. The after-class review plays a role of gaining new insights through restudying the old material, which can further prevent forgetting, improve students’ ability to summarize and develop good study habits. We can u after-school review to consolidate the knowledge learned in class and to find our weakness of knowledge. By summing up, the knowledge can be reduced into the existing knowledge structure system. For most primary school students, they have no n, habits and methods of after-school review, and lack systematic learning. The Micro-class brings a solution to this problem. The ability of summarizing is important for children's growth and future work. Nowadays, primary school English teachers can u the Micro class to guide and help students to find some regular thing, and the u of lively Micro class design exercis can achieve the purpo of drawing inferences about other cas from one instance. ( Fan Yongxian, 2009). References Brady. Micro lectures in distance and online learning, 2010. Crosslin. “Micro lectures: A constructivist's dream come true”. Edu Geek, 2009. 飞机行李限重Le Roy A. Mc Grew. A 60-Second Cour in Organic Chemistry. Journal of Chemical Education, 1993. T. P. Kee. The One Minute Lecture. 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