【作者】 刘丽；

【导师】 赵静；

【作者基本信息】 河北师范大学 ， 学科英语（专业学位）， 2020， 硕士

【摘要】 随着信息技术的飞速发展,信息时代已经到来,教育领域也发生着巨大的变化,新的教育资源不断涌现。在新课程改革后,传统的教育模式已逐渐被打破,此外,英语新课程标准强调以学生为中心,在不同的学习阶段适应学习,培养学生的认知能力,促进学生综合语言能力的培养。微课是根据适当的时间和条件而出现的,是一种新的教学资源。本研究在实验前调查了初中生在英语语法学习中存在的问题,并在实验过程中,将微课运用到初中英语语法教学中。本研究着重:微课的应用是否可以激发学生学习语法的兴趣,提高学生学习英语的自信心。微课程的应用是否可以提高学生的自主学习能力,提高学生的语法成绩。笔者以山西省阳泉市第十二中学某两个班为研究对象,开展了本研究。在实验前对92名学生进行了问卷调查,问卷调查发现学生在英语语法学习中存在着很多的问题和对教师新颖的语法教学有着更多的期待。为此,笔者在实验的班级进行英语语法教学时实施了微课教学,在非实验班级仍然实施了传统的英语语法教学。在实验班进行教学中,依据微课的理论基础,确立了初中英语语法微课应用的具体步骤,再将设计好的微课教学案例分别运用到课前预习,课中助学,课后补学当中。此实验持续十六周,所有实验数据都通过SPSS19.0进行了分析,结果显示,实验班级中的学生语法成绩得分高于非实验班级学生得分。可见,微课比传统语法教学更能激发学生的语法学习兴趣,有助于改善学生的语法学习现状和提高自主学习能力。实验班级中的学生和教师在试验后也谈出了在英语语法教学中应用微课教学的优势、问题和建议。总之,将微课运用在初中英语语法教学当中是行之有效的。最后,这项研究还提出了将微课更好应用于英语语法教学的教学建议。首先,教师要提高自己关于教育、语法教育和微课教学的理论知识。第二,教师要在微课教学中以学生为中心,要让学生学会提出问题,分析重点,难点,并总结语法要点。第三,教师设计微课要基于学生的兴趣、和能力。最后,教师应该采取不同的学生评价方法促进学生的综合能力发展。微课在初中学校语法教学中的应用研究结果表明,微课教学在学生学习语法教学中具有重要的意义。此外,对这种类型的更多研究将语法教学中微课的应用做出更大贡献。微课语法教学提高了学生的语法能力和学生综合语言能力的培养。更多还原

【Abstract】 With the rapid development of information technology,the information age has arrived,great changes have taken place in the field of education,and new educational resources are emerging.After the reform of the new curriculum,the traditional educational model has been gradually broken,in addition,the new English curriculum standards emphasize the students as the center,adapt to learning at different stages of learning,cultivate students’ cognitive ability,and promote the cultivation of students’ comprehensive language ability.Micro-classes are a new teaching resource based on appropriate time and conditions.Before the experiment,this study investigated the problems of junior high school students in English grammar learning,and in the course of the experiment,applied micro-classes to the teaching of English grammar in junior high school.This study focuses on whether the application of micro-courses can stimulate students’ interest in learning grammar and improve their self-confidence in learning English.Whether the application of micro-courses can improve students’ self-learning ability and improve their grammar performance.The author took two classes in the twelfth middle school in Yangquan City,Shanxi Province,as the research object,and carried out this study.Before the experiment,92 students were surveyed,and the questionnaire found that they had many problems in English grammar learning and had more expectations for teachers’ novel grammar teaching.To this end,the author in the experimental class of English grammar teaching,the implementation of micro-teaching,in the non-experimental class still implemented the traditional English grammar teaching.In the experimental class teaching,according to the theoretical basis of micro-class,established the junior high school English grammar micro-class application of the specific steps,and then the design of micro-class teaching cases are applied to pre-class preview,in-class study,after-school remedial study.The experiment lasted sixteen weeks,and all the experimental data were analyzed by SPSS19.0,and the results showed that the students in the experimental class scored higher in grammar than the students in the non-experimental class.It can be seen that micro-classes can stimulate students’ interest in grammar learning more than traditional grammar teaching,and help to improve students’ grammar learning status and improve their ability to learn independently.The students and teachers in experimental class also talked about the advantages,problems and suggestions of applying micro-teaching in English grammar teaching.In a word,it is effective to apply micro-classes in the teaching of English grammar in junior high school.Finally,the study also puts forward the teaching suggestions of applying micro-classes to the teaching of English grammar.First of all,teachers should improve their theoretical knowledge of education,grammar education and micro-teaching.Second,teachers should take students as the center in micro-teaching,and let students learn to ask questions,analyze key points,difficulties,and summarize the main points of grammar.Third,teachers should design micro-classes based on students’ interests,abilities.Finally,teachers should adopt different methods of student evaluation to promote the development of students’ comprehensive ability.The results of the application of micro-class in grammar teaching in junior high school show that micro-teaching is of great significance in students’ learning grammar teaching.In addition,more research of this type will make a greater contribution to the application of micro-classes in grammar teaching.Micro-class grammar teaching improves students’ grammar ability and students’ comprehensive language ability.更多还原