微課在初中英語(yǔ)教學(xué)中的應(yīng)用現(xiàn)狀及前景探究

1、AbstractIn this study, we are going to designing a modern Micro-lecture English educational model, in which we will take junior high school English as an example and sum up the accomplishments of English Micro-lecture, and provide English teachers and students with references. After that, we hope to

2、 find the advantages and disadvantages of the Micro-lecture, then existing problems of the application of Micro-lecture in middle school English teaching through questionnaires and interviews. And finally, we will try to develop the new English teaching model, for the purpose of improving the qualit

3、y of junior high school English teaching.The theoretical and practical significances of this research are to improve the application of the Micro-lecture model in junior high school English teaching, to find some useful referenced cases and to gain some applicative theories by designing a assortment

4、 of junior high school English Micro-lecture models and to cultivate students self-learning ability and independently exploring learning ability. In the meanwhile, we will improve the use of modern educational technology and enrich the theory of English Micro-lecture. In the end we will lay firm fou

5、ndation and give the correct direction for the future Micro-lecture study.Key Words: Micro-lecture; Constructivism Learning Theory; Cognitive Load; Educational Technology摘 要這次的研究工作，首先我們會(huì)致力于在初中英語(yǔ)教學(xué)的大環(huán)境下，設(shè)計(jì)出一個(gè)適合中國(guó)國(guó)情的微課教學(xué)模式，以此總結(jié)出微課的發(fā)展成果，并為廣大英語(yǔ)教學(xué)工作者做出一個(gè)參考。隨后，通過(guò)問(wèn)卷調(diào)查和訪談的方式，找出微課在初中英語(yǔ)教學(xué)中相對(duì)于傳統(tǒng)教學(xué)顯現(xiàn)出來(lái)的優(yōu)點(diǎn)和缺陷以及存

6、在的問(wèn)題。最終，我們?yōu)榱颂岣叱踔杏⒄Z(yǔ)教育質(zhì)量的總目標(biāo)，將會(huì)努力開(kāi)發(fā)出全新的英語(yǔ)教學(xué)模式。此次研究的意義，是為了能夠在初中英語(yǔ)教學(xué)中推廣微課這一新型教學(xué)模式。期間通過(guò)設(shè)計(jì)英語(yǔ)微課的模型，來(lái)為后期發(fā)展提供有用的參考和適用的理論支持，也能夠培養(yǎng)學(xué)生的自學(xué)和發(fā)現(xiàn)探索的學(xué)習(xí)能力。同時(shí)，通過(guò)充分運(yùn)用現(xiàn)代教育技術(shù)和豐富微課的理論基礎(chǔ)，我們也將會(huì)為未來(lái)的研究打下堅(jiān)實(shí)的基礎(chǔ)并做好正確的方向指導(dǎo)。 HYPERLINK javascript:; 關(guān)鍵詞：微課；建構(gòu)主義學(xué)習(xí)理論；認(rèn)知負(fù)荷；教育科技Contents TOC o 1-3 h z u英語(yǔ)微課在課堂應(yīng)用的看法調(diào)查問(wèn)卷B 221.2. Introduction

7、Chapter one is the beginning of the text. In this chapter, the author introduces the background, the significance and the research outline.1.1Research BackgroundWith the development of information technological progress, the way of the knowledge transmits has been changed. The new media, for example

8、 “micro-blog”, “micro-advertising”, “We Chat” and “micro-film”, are becoming more and more popular among learners. At the same time, mixed learning patterns based on online videos such as Khan Academy, the original Blog to multimedia teaching and TED speech have sprung up. These kinds of ubiquitous

9、learning have been raising more and more concern and got recognized. It is an unstoppable trend to combine the technology with the teaching.As the economic globalization speeds up in China, computer technology have been further developed and applied. More and more educators paid more attention to th

10、e teaching methods based on internet. Education Information Development Plan for Ten Years points out the development of education informatization need based on the creative education notions, should depend on the high quality education theory and the development of informationalized learning enviro

11、nment, and should regard the learning styles and creative teaching notion as the core. (2011-2020) The National English Curriculum Standard also has put forward new requirements for the basic ideology of English teaching. (The National English Curriculum Standard hereinafter referred to as New Curri

12、culum) The New Curriculum focuses on fostering the self-study ability of students, HYPERLINK javascript:; enhances the application of modern educational technology in English teaching, changes the traditional teaching concepts of teachers and achieves the student-centered classroom as it is.Against

13、such a back ground, scholars and teachers paid more attention to find a new teaching model which is more suitable for our students. Then more and more teaching media was implemented in primary and junior high schools. And Micro-lecture is one of the most outstanding representatives of them. The Micr

14、o-lecture is a new teaching model, which should be student-centered, carried by student exploring activities. Compared to traditional courses, Micro-lecture can offer students the experience of fragment learning and mobile learning via mobile devices like smart mobile phones and tablets, thus to mak

15、e students learn from playing and learn from doing.1.2Significance1.2.1 Theoretical SignificanceAt the theoretical level, studying the Micro-lecture teaching model has its importance and significance. The traditional English teaching approaches is very boring and its lack of interests. As a result,

16、a lot of students take no interests in English learning and they even lose confidence in learning English. Whats more, the traditional English teaching class considers students as passive language learners and seldom mobilizes students enthusiasm.Improve college English teaching and learning efficie

17、ncy by Micro-lecture is a good method to teach English in junior high school. So when this new teaching model is structured or implemented in its prosperous, HYPERLINK javascript:; it is necessary to analyze its designing, quality, standard ability, developing mode and methods, and so on. The presen

18、t study makes an investigation on both teachers and learners in order to give a comprehensive description about their views on micro-lecture from the following four sides: cognition, construction, application and prospect of micro-lecture, for the previous ones mainly worked on the awareness and con

19、struction of micro-lecture. From this process, we can find out the current condition and the implemented problems, then try to research, analyze and conclude working experience before. So that we can find a resultful way for implementing and can provide English teachers with references.1.2.2 Practic

20、al SignificanceAt the practical level, because the educational system of our country is different from other Western countries, so our country cannot copy their teaching model directly. This thesis tries to explore the application of Micro-lecture in junior high school English teaching class in orde

21、r to know whether Micro-lecture method is a good method to teach English in junior high school or not. We hope to find the advantages and disadvantages and existing problems of the application of Micro-lecture in junior high school English teaching through interviews and questionnaires. During the r

22、esearch, there are some problems about the application can be found, then we can give some amendatory advice to managers and teachers.In the meantime, by improving the use of modern educational technology and enriching the notion of Micro-lecture, we expect to promote the application of Micro-lectur

23、e in English teaching and help modern English teaching walk away from the misunderstanding of exam-oriented. Then provide some successful cases and valuable theoretical references for teachers on the front. English teachers can be given more scientific guidance about the implementation of English Mi

24、cro-lecture to improve their teaching efficiency and to increase students learning efficiency in turn.1.3Research OutlineThis research includes five chapters. Chapter one briefly introduces the research background, the research purposes and significances of the survey, serving as opening remarks for

25、 the later parts. Chapter two centers on some literature review of the study and then presents the related current status theories researches abroad and at home. Chapter three presents the research design of this thesis is given in terms of its questionnaire, subjects, instruments, data collection a

26、nd analysis, being explained in detail. Next chapter analyzes the collected data of the experiment. Chapter five is the final conclusion, HYPERLINK javascript:; which contains the result of this study, the imperfection and the future direction of Micro-lecture.3. Literature ReviewAfter the backgroun

27、d introduction in chapter one, this chapter provides a brief review of Micro-lecture, including the basis concepts, development and theoretical basic.3.1 The introduction of basic conceptsMicro-lecture, which is also named as short course or course unit, was put forward by Professor LeRoy A.McGrew o

28、f the famous University of Northern Iowa in America. In the meantime, T.P.Kee from Napier University of Britain also came up with a notion called The One Minute Lecture (Guan Zhongke 2011).But the mostwidelyaccepted concept of the Micro-lecture at present was put forward by a teaching engineer from

29、San Juan College who named David Penrose, in 2008. He put forward five procedures of the Micro-lecture teaching model: List the teaching cores, Write the introduction and summary about the teaching cores for 15 to 30 seconds and provide the context to the core concepts, Record the video for 1 to 3 m

30、inutes, Design some tasks which can guide students to read and explore the course after class, Put these teaching videos and the course assignments on the course management system (Liang Leming 2013).Internationally, micro lecture is defined as a genre of online learning or mobile learning model wit

31、h a brief and clear theme or key concept based on the teaching content, through sixty second audio or video clips under the guide of constructivism ideology (Guan, 2011).In China, the notion of the Micro-lecture was firstly put forward by Hu Tiesheng, a senior teacher in Educational Information Netw

32、ork Center of Foshan Educational Bureau in Guangdong province. He first put forward and practiced the Micro-lecture, and divided the understanding of Micro-lecture into three steps, i.e., “the constitution of micro-resource”, “the process of micro-teaching” and “the micro network course” (Hu Tieshen

33、g& Huang Mingyan& Li Min, 2013). Hu said that Micro-course is a new teaching model which is based on the New Curriculum Standard and the classroom teaching, and it looks the teaching video that record the wonderful teaching activities in explaining some points or links as the key carrier (Hu Tieshen

34、g 2011).Professor Li Jiahou of Shanghai Normal University argued that, Micro-lecture was a kind of mini course, which focused on explaining a question or some key points within ten minutes, and that had clear objectives (Li Jiahou, 2013).In addition, Liu indicated that the theoretical basis of the M

35、icro-course mainly includes: Anchored Instruction, Situated Cognition and PBL (Problem-based Learning theory). According to the theoretical basis, Liu presented five teaching methods: PBL, Case-based Learning theory, Resource-based Learning theory, SBL (Situation-based Learning theory) and CL (Colla

36、borative Learning) (Liu, Zhong, Zhao, 2013).So far, the domestic definition of the Micro-lecture has not yet reached an agreement.Zhang (2013) defines the Micro-lecture as a brief but complete teaching activity, with prepared instructional design based on streaming media, which allows autodidacts to

37、 learn the best. He emphasizes the importance of instructional design, and regards the Micro-lecture as a complete teaching activity。From the literal point of view, the Micro-lecture is composed of micro and lecture. Micro means small and short. Lecture refers to planned teaching sections, or time u

38、nits of teaching. All this shows that the Micro-lecture is the whole process of teaching and learning activity in limited time (Luo & Wang, 2014).Different expressions but some similarities in principle: Micro-lecture is a type of mini course developed by front line teachers and its time span always

39、 within ten minutes. More generally, as the flexible extension and supplementary of routine teaching activities, mini course belongs to curriculum design at middle level. In micro perspective, mini course is a complete course composed of a series of topics knowledge (Liang, 2013).Although there are

40、different theories and manifestations about Micro-lecture according to the social practice, I believes that it has the following features:1. Micro-lecture is a kind of online resource and it can be used anytime and anywhere by autodidacts.2. Micro- lecture is lively and interesting.3. “Micro” means

41、learners can learn by mobile equipment.4. Micro- lecture is easy to use with strong force.5. Micro- lecture is full of school-based characteristics.、3.2 Development of Micro-lecture AbroadIn 1998, NIE, a teacher training institution in Singapore, began to carry out research on Micro-lecture, which w

42、as mainly aimed at training teachers ability to develop Micro-lecture.The British teacher television network was built by the British Ministry of Education in 2004. Special programs for the reform of class teaching or reform of educational management across the UK will be regularly broadcast through

43、 the website.In 2008, David Penrose, senior teaching designer of San Juan College in New Mexico, formally put forward the concept of Micro-lecture and applied to the online class.In 2006, Salman Khan founded Khan Academy, a non-profit educational organization. Teachers uploaded videos on YouTube, ho

44、ping to be able to provide people with free high-quality education through online teaching.In 2008, video editing team led by Dr. Joe Thomas found “Watch Know Learn”, a video resource library based on wiki function. Their purpose was to create a worlds top online video library for teachers in primar

45、y and middle schools.Schwartz, founder of English Centrala video website in America, built the English Centralan English learning video library. The goal was to carry out the integration and guidance on English reading, listening, speaking, writing, grammar and pronunciation.In 2011, the TED Confere

46、nce opened a dedicated channel for educators-TED-Ed on its official website.3.3 Practice and Research of Micro-lecture at HomeIn 2009, those short but refined Micro-lecture videos in foreign countries caught domestic attentions. Schools with strong educational potentiality in Jiangsu, Shanghai, Zhej

47、iang and Guangdong have begun to make Micro-lecture.In 2010, Hu Tiesheng, member of Information Center of Bureau of Education in Foshan, Guangdong, put forward for the first time the concept of Micro-lecture based on the current situation of low utilization of educational information resources and d

48、rawing on the definition of MOOC. In the same year, Foshan held the first Micro-lecture competition mainly for primary and middle school teachers and received more than 1 thousand and 700 pieces of high-quality standardized entries.In September 2012, the Ministry of Education and SINOBIOWAY jointly

49、held “Chinese first Micro-lecture Competition”. The Ministry of Education encouraged teachers to take an active part in the competition through publicity and training on Micro-lecture in several provinces and cities. In December, “Phoenix Micro-lecture” was officially launched with the joint efforts

50、 of Phoenix Satellite Television Group, South China Normal University, the major publishing groups and television stations. At present, the released Phoenix Micro-lecture is divided into eight parts, namely Phoenix education, open class, teacher training, vocational education, Network College, psych

51、ology, family education and special education.From 2012 to 2013, Higher Education Institutions Teacher Online Training Center hosted the first “National Higher Education Institutions Micro-lecture Teaching Competition”. The competition was mainly for teachers of all subjects from national higher edu

52、cation institutions and was divided into three categories, namely literature and history, science and engineering and higher vocational and professional college, involving 12 subjects like philosophy, economics, medicine. Micro-lecture has begun to enter higher education institutions and involved mo

53、re fields, which has enriched national Micro-lecture resources.3.4 Theoretical BasicDuring the development of the Micro-lecture, there are many theories. The author introduces 4 theories of them in the following passage.3.4.1 Constructivism Learning TheoryJean Piaget (1977:210-225), a well-known Swi

54、ss psychologist, was one of the most influential thinkers of developmental psychology during the 20th century. He has said that Various cognitive can be seen as a function of adjusting to the outside world for exchange of organ differentiation, cognitive function in the field of exchange behavior AC

55、TS as an automatic balancing organ or organ, cognitive mechanisms constitute the environment in the process of exchange real regulating organs, cognitive function is not only the organ automatic adjustment of the main mechanisms of reflection, HYPERLINK javascript:; . also has differentiated regulat

56、ion organs and so on. Piaget, J. (1971) His key points of view are of foremost significance to the formation of construction. Piagets learning theory is psychological in nature, and focus on the individual and cognitive abilities. He holds the viewpoint that individuals construct their knowledge abo

57、ut the outside world through interaction with the environment resulting in the development of its knowledge cognitive structure.Since the 1970s, cognitive function theory is gradually improvement. The theory is that the form of the language is not an behavior, but a complex system of rules. To grasp

58、 the point of language is to master the rules of the system, thereby generating unlimited sentences from a limited rule. HYPERLINK javascript:; (Littlewood, 1984:23)In a constructivist classroom, students are stimulated to use the rules of the system to construct and reconstruct interpretations. Tha

59、t can be clarified with reference to the article when they form personal thinking mode.Therefore, a productive, constructive and active classroom calls for learner-centered and energetic command given by the teachers. In this type of class, teacher is required to provide junior school students with

60、experiences that enable them to put forward assumption, to predict and to handle objects by themselves. We will consider restructuring our existing information to kind of higher degree of thinking (Butler, 1986).A British educator Spencer Teachers should guide children to explore, then draw their ow