微课在初中英语教学中的应用调查

发布时间：2016-10-02 07:04

Chapter One Introduction

With the development of educational information technology, micro-class, microclassroom, micro lesson, micro lesson plan, micro video and other “micro” concepts arerapidly arising. These are actually a multitude of names. Micro concept is a truereflection of the upsurge of current micro-class. In order to adapt to the trend of Englishlearning being fragmented, the concept of micro learning has come into being. TheAustrian expert Lindner regards micro learning as a starting point and thinks that it is anew kind of learning style existed in the media ecosystem. It is in a new form oflearning model possessing micro content and micro media. The micro learning contentcontains texts, audio or video or other forms of media, which is mostly discussednowadays. Micro-class generally refers to a suitable class of 5-8 minutes long. It ownsmany micro video resources which can be regarded as a new teaching media. It canform the teaching content and teaching methods of effective presentation. And at thesame time, it has many advantages and characteristics which texts, images, animationand other media do not have. As a product of the combination of modern educationalinformation technology and modern educational thought, the micro-class is in line withthe requirements of the development of educational information. It can give full play tothe advantages of information technology. Micro-class is a kind of information teachingresources and can be used by all kinds of learners. Learners can easily share and usemicro-class through network and realize the popularization and development of highquality teaching resources.Now, the junior middle school English learning has different characteristics atdifferent stages, the first grade junior middle school English learning is a link betweenprimary school English learning and junior middle school English learning. It is like abridge and plays a transition role in them. English is not our native language, so it isdifficult for us to learn English well. But we can create a vivid and interesting teachingenvironment and maintain students’ interest in learning English. The first grade Englishlearning in junior middle schools is the watershed of English polarization. In this period,polarization of students’ English proficiency has become increasingly obvious. A part ofstudents in Grade One have fallen behind in English learning. In addition to their ownintellectual and non-intellectual factors, learning environment changes, the degree ofdependence on teachers, more learning courses, the increase of the difficulty of teachingmaterials, undeserved learning methods and factors to reduce the interest in English, allof these are restricting their progress. So students’ poor achievements in Englishlearning has become a serious obstacle to quality education and it is also a long-termproblem of English teachers.

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Chapter Two Literature Review

2.1 Concepts of Micro-class

In our country, there are different versions of definition of micro-class. TheChinese micro-class sponsor Hu Tiesheng believes that micro-class shows teachers’knowledge points and exciting teaching content in video format under the guidance ofthe new curriculum requirements and the actual learning tasks and goals.The full name of micro-class is micro video course. Micro-class is a teaching videomainly presented around knowledge of a certain subject with examples and exercises. Itis also presented around difficult problems, the experimental operation of teachingprocesses and related resources. This appeared in the National Micro-class Competitionwhen the Ministry of Education Management Information Center gave the definition ofmicro-class in September 2012. They also positioned micro-class as a teaching resource.Mainly it includes micro video, micro lesson plans, micro courseware and otherresources.In April 2013, Jiao Jianli and Li Jiahou gave a definition of micro-classrespectively. But they had different opinions.Jiao Jianli (Jiao Jianli, 2013) thought micro-class was to illustrate a certainknowledge point as the goal. It was online teaching video in short and pithy form, forthe purpose of learning or teaching application. So Mr. Jiao positioned micro-class asteaching video resources and its media forms was online teaching video.

2.2 Research at Home and Abroad

In foreign countries, micro video program (Micro-lecture) of the first prototype inthe University of Northern Iowa is proposed by Professor A. McGrew LeRoy inAmerica, it lasts 60 seconds (It is also called 60-Second Course), and the course isproposed by the British Napier University scholar T. P. Kee (The One Minute Lecture,referred to as OML). The micro video curriculum concept was hot in 2008. It was putforward by David Penrose who was the senior teaching designer of San Juan College inNew Mexico Institute and he was also an online service manager. He put forward fivesteps of the construction of micro video courses: a list of core concept teaching; awritten introduction of 15-30 seconds and the conclusion with the context as the coreconcept; a video of 1-3 minutes long; after class task design to guide the students toread or explore the curriculum knowledge which is set in the task of the course andteaching video; uploading to the course management system.Many foreign countries are related to micro-class learning resources andmicro-class resources are used rich in content. For the application of micro-classcurriculum in junior middle school teaching, there is the course work focusing on juniormiddle school students’ reading and writing abilities. Some foreign representatives of“micro” learning resources are as follows:

Chapter Three Research Methodology..........23

3.1 Research Questions...... 23
3.2 Research Participants........... 23
3.3 Research Instruments....................... 24
3.4 Data Collection and Analysis...............24
Chapter Four Result Analysis and Discussion..............26
4.1 Result Analysis of Interviews............26
4.2 Result Analysis of Questionnaires..................29
Chapter Five Conclusion..................58
5.1 Major Findings of the Study...........58
5.2 Limitations of the Study.................59
5.3 Suggestions for Further Study...............60
5.4 Expectation...........61

Chapter Four Result Analysis and Discussion

4.1 Result Analysis of Interviews

In order to make an overall view of the present situation of the application ofmicro-class in English teaching in Peiming Junior Middle School, the author carries outan interview to collect information. 38 English teachers are interviewed and they arerequired to answer some questions through a private interview (please refer to AppendixOne for detailed content). Here are the excerpts of the interview of some Englishteachers:Writer: “What are the teachers’ teaching methods and students’ learning mode inour school?”Ms Li: “In teaching methods, teachers still use relatively simple and basic teachingmethod. In teaching, teachers occasionally take students as the center of teaching andcram the knowledge to students. The students are regarded as a container of ‘spoonfeeding’ teaching method. In the classroom more Chinese and less English is used, thenknowledge points are translated and explained, especially in grammar teaching.In the learning mode, students are basically passive receivers of the study, most ofthe students learn English by listening, taking notes and doing exercises, some studentslearn English by doing lots of exercises.”Writer: “Do you know micro-class?”Mr. Wang: “Yes, micro-class refers to a video whose time is within 10 minutes, it isa micro course which has a clear teaching objective, short content and focuses on one ofthe issues.” Miss Xu: “Yes, I think micro-class is to illustrate a certain knowledge point as thegoal. It is online teaching video in short and pithy form, for the purpose of learning orteaching application. ”Writer: “Do you usually use micro-class in your English teaching?”Mr. Chen: “Yes, I usually use micro-class as a lead-in for my class, it can attractstudents’attention quickly and make them involved in class quickly.”Miss Bian: “No, I seldom use micro-class in my English teaching, because thequality of micro-class has different levels.”Writer: “Where do you usually choose micro-class for your English teaching?”Ms Luo: “I usually choose micro-class existed on the Internet.”Mr Xia: “I would like to produce micro-class teaching resources by myself.”

4.2 Result Analysis of Questionnaires

As figures show in Chart 4.2 entitled Statistics of Question One: Are you interestedin using micro-class to help English learning. 59% of the students think they are veryinterested in English learning, 22% of the students think they are a little interested inEnglish learning, 12% of the students think that their interest for English learning isgeneral and only 7% of the students think that they are not interested in use micro-classfor English learning. As is shown in the Chart 4.3 entitled Statistics of Question Two: At present, whatare your main aspects of difficulties in learning English, we can find that 19 studentshave listening difficulties, accounting for 28%. 15 people have difficulties incommunication, accounting for 22%. 12 people have reading difficulties, accounting for18%. 22 people have writing difficulties, accounting for 32%. The order of students’difficulties in learning English is writing, listening, communication and reading. According to Chart 4.4 entitled Statistics of Question Three: In this period of class,do you like to use micro-class in English learning. 62% of the students like it very much,22% like it a little. This is a total of 84%. So most students show their interests inmicro-class English teaching. Only 16% of students think it is just so so. Fortunately,none of the students does not like to use micro-class in English learning.Judging from what has been discussed above, we can draw the conclusion thatmost students like English class using micro-class teaching resources, which lays a goodfoundation for the future realization of micro-class in English teaching. At the sametime, they are helpful to stimulate students’English learning interest.

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Chapter Five Conclusion

5.1 Major Findings of the Study

This paper focuses on the application of micro-class in junior middle schoolEnglish teaching and mainly investigates the present situation of micro-class in PeimingJunior Middle School. And after the use of Langying micro-class for three months, theauthor investigates the effect of micro-class on students’English learning.The participants of this study are 38 English teachers and 68 students in Class One,Grade One in Peiming Junior Middle School. Interviews and questionnaires are mainlyused in this paper. Finally, the author comes to the following conclusions: 1) The resultsof teachers’ interview find that English teachers in Peiming Junior Middle Schoolseldom apply micro-class in English teaching. And some of the English teachers are notfamiliar with micro-class. There are 15 English teachers use micro-class aided teaching,accounting for 39%. For those 15 teachers who use micro-class usually prefermicro-class teaching resources existed on the Internet, which accounts for 75%. Most ofteachers would not produce their own micro-class resources. Instead they use Englishtextbook teaching resources. When asked why not use micro-class teaching resources,most of the teachers think that if they use micro-class teaching resources, they willspend a lot of time and energy for resource preparation and courseware production. Andthey think the quality of micro-class has different levels. Some think that they are notfamiliar with information technology and micro-class. 

5.2 Limitations of the Study
This paper is just a tentative research on the application of micro-class in juniormiddle school English teaching, so there are some limitations. First, the time ofinvestigation is short. The author spent three months teaching English with Langyingmicro-class in Peiming Junior Middle School. Some aspects of students’ Englishlearning are not so clear. For example, the formation and improvement of reading andwriting skills need a long process. A short period of time is not enough to get greatlyimproved. This needs continuous exploration. Second, the sample size is small. Theauthor just chooses 68 students in Class One, Grade One and 38 English teachers inPeiming Junior Middle School. It is difficult to represent all junior middle school’sstatus quo of the application of micro-class in China. So it will be more valid if furtherinvestigations are made with larger sample sizes. Third, the teaching material ofmicro-class is Langying micro-class produced by Shanghai Langying EducationTechnology Co. Ltd.. The quality of Langying micro-class is superior. To some extent,the application of Langying micro-class is able to explain some problems. But still it hasdrawbacks.

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