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微課在中職英語教學中應用效果的調查 研究
發布時間：2023-06-08 10:38
Chapter One Introduction
1.1Background of the Study
Since the 21st century, with the gradual acceleration of the pace of social life, the changes brought to the world by informatization and “Internet +” are unimaginable, and we have entered a new “micro” era. In the micro era, information is spread at a faster speed, and the content of its spread is more shocking, and people's learning and life are increasingly showing a trend of miniaturization. Micro-learning adapts to the society's rapid demand for learning with its convenient, fast, and small features. In this micro-era environment, micro-courses, as a new informal learning and mobile learning resource, play an important role in students' formal learning.
The Ministry of Education's Ten-Year Development Plan for Informatization of Education (2011-2020) emphasizes that the development of informatization in education should be promoted by innovative educational concepts, build a high-quality informatized learning environment and educational resources, and integrate the innovation of educational models and learning methods as the core work. As one of the most widely used languages in the world, English has become an important tool for international communication and cultural and technological exchanges. The English course of secondary vocational school is to help secondary vocational students to further study the basic knowledge of English, cultivate language skills such as listening, speaking, reading and writing, and initially form the application ability of workplace English; stimulate and cultivate students' interest in learning English, and improve their confidence and independent learning ability in learning and enhance their sense of cooperation. However, there are some problems in our country's secondary vocational English teaching, which make it impossible to complete the teaching goal satisfactorily.
Nowadays, in the process of secondary vocational English teaching, the following problems are more common: students' English foundation is weak; lack of learning interest and lack of motivation; teachers' teaching models and methods are single, teaching methods are relatively backward, teachers' teaching is the center and students are passive acceptance seriously which restricts students' ability to participate actively and cannot mobilize students' learning enthusiasm. These issues are tobe resolved.
As a new type of teaching resource, micro-lectures have short, concise teaching videos and novel, lively forms, which are favored by learners. Any learner can study at any time, any place and in any way, and learning shows the characteristics of autonomy, randomness and fragmentation (Liu Zhi 2012). “Micro-lecture” can be applied to a wide range of fields with its dexterity and exquisiteness. “Micro-lecture” is a condensed auxiliary teaching method. It can be continuously shared and reused as a resource. It emphasizes small and profound, highlights the key points and reduces the complexity to simplicity. In the limited classroom teaching time, it really stimulates students' learning motivation and interest, takes students as the main body, improves students' sense of participation and ability, strengthens students' autonomous learning ability and awareness of cooperation and maximizes the creation of students' thinking and activities space. Therefore, based on the micro-lecture teaching practice, the author analyzed the current situation of the micro-lecture and research its application, which will help promote teaching reform, improve classroom efficiency and have important practical significance for education and teaching.
1.2Purpose of the Study
Based on constructivism learning theory, blended learning theory, effective teaching theory and audio-visual teaching theory, this research attempts to explore the reason why micro-lectures are used in English teaching in secondary vocational schools. It aims to provide effective strategic guidance for the micro-lecture teaching in English teaching in secondary vocational schools, promote the improvement of students' English proficiency, continuously enhance their independent learning ability and cooperative awareness and explore the positive effects and limitations of micro-lectures in improving students' integrated ability of English in secondary vocational schools, thereby promoting the reform and research of English teaching in secondary vocational schools.
1.3Significance of the Study
For a long time, the micro-lecture teaching model has been widely developed at the basic education level of primary and secondary schools. The extension of the micro-lecture teaching to secondary vocational schools requires more educational attempts, promotion and expansion research. Because of this, the choice of this topic chooses to explore “The effect of English teaching in secondary vocational schools”. In terms of the theoretical significance of topic selection, it fills the gap in the study of effect of micro-lectures in secondary vocational schools, and better develops micro-lectures teaching activities for vocational schools to improve students' professional quality.
(1) Theoretical significance
Micro-lecture has emerged in the education field and has become an important supplement and innovative form of English teaching classrooms, which has opened up an unprecedented new situation for Chinese education reform. The important theoretical significance of this research is that its research results complement and deepen humanism and constructivism. Firstly, humanism focuses on cultivating learners' self-development and autonomy. Based on the sample study of X Vocational School, this article gives a comprehensive understanding of learners' usage of micro-lecture, which strongly confirms the humanistic view. Secondly, constructivism focuses on cultivating actual situations and forming meaningful situations, while micro-lecture constructs real situations through micro-videos, thereby breaking through the traditional constructivist teaching model and deepening the cognition of constructivist theory.
(2) Practical significance
The practical significance of this study is that this article makes an empirical study on the application of English micro-lecture teaching in vocational schools, providing reference for the research and development of micro-lecture. It takes the students in Class 2 of nursing major and the ten English teachers in X Vocational School as the research subjects. Moreover, the author analyzes and compares the English scores of the students before and after the use of micro-lecture in the research. Through the analysis of the results, we find the practical application effect of micro-lecture in English teaching. Based on this, the author puts forward suggestions for the development of micro-lecture teaching in secondary vocational English, which is helpful to improve the effects of micro-lectures in English teaching. At the same time, the research results can optimize teachers' teaching ideas and teaching methods, and also help teachers' own development. The research results can not only guide students to study after class and improve students' English performance, but also contribute to enhance their learning interest and form a lifelong learning concept.
1.4Layout of the Study
The first chapter is an introduction, which briefly states the research background, purpose and significance of the study and the overall framework of the dissertation.
The second chapter is a literature review, which elaborates the theoretical basis of micro-lecture teaching, the related concepts of micro-lecture, the principles of effective development of micro-lecture and a summary of previous research results on micro-lecture at home and abroad.
The third chapter is the research methodology of this thesis. It introduces the research methodology according to the use of micro-lectures in English teaching for X Secondary Vocational school, including research questions, participants and instruments, then introduces the data collection and analysis has been presented.
The fourth chapter is a detailed analysis of the research and briefly survey data made in the previous article. It includes the investigation of the effect of English micro-lecture teaching among teachers and students and the applied investigation on the effect of micro-lecture teaching. Based on the results of the data survey and analysis, four problems existing in micro-teaching are raised.
The fifth chapter is the conclusion, pointing out the main findings, limitations and deficiencies of this research, and puts forward suggestions for the application of micro-learning in secondary vocational English teaching and issues that should be paid attention to in the follow-up research. It is expected that micro-lectures can be more effectively used in the English teaching for secondary vocational schools.
Chapter Two Literature Review
2.1Definition of Key Concept
2.1.1The Concept of Micro-lecture
As a new form of teaching resources, micro-lectures have become a hot topic for many scholars. Many scholars have done in-depth research and analysis on the meaning of micro-lectures and the overall core meaning is basically the same, but a unified concept has not yet been formed.
David Penrose, a senior teaching designer in New Mexico, USA, first defined the concept of micro-lecture in 2008. He believes that micro-lecture is based on constructivism and uses mobile or online learning for a short period of time. The actual teaching content is 1-3 minutes.
Hu Tiesheng (2011), director of the Education Bureau of Foshan City, Guangdong, first proposed the concept of “micro-lectures”. He believes that the main carrier of micro-lectures is instructional videos and is based on the requirements of teaching practice and new curriculum standards. It's the organic combination of various resources in the development of the teaching activity, which can subjectively reflect the teaching links and knowledge points in the process of teaching. He believes that excellent micro-lectures should have the following five aspects, including easy usage, real scenes, clear themes, strong interactivity and rich types.
Scholar Wei Liang (2013) believes: “Micro-course is a kind of teaching video file transformed from PPT (slides). It is composed of text, pictures and music. Generally, there is no commentary sound. The duration is usually a few minutes. It can even be as short as about a minute.”
Jiao Jianli (2013) defined micro-lecture in the article Micro-lectures and its application and influence. Micro-lectures are short and intensive online teaching videos aiming at explaining a certain knowledge point, using online videos as a carrier, and learning or teaching applications. Professor Li Jiahou of Shanghai Normal University (2013) put forward: “Micro-lectures refer to small courses within ten minutes, with clear teaching goals, short content, and focus on explaining one problem.” Yu Shengquan (2014) studied the meta-level from a perspective and it is believed that micro-lectures are mini-courses with additional teaching services on the basis of micro-resources, explaining that micro-courses should have a complete teaching structure.
Wei Liang (2013) defined micro-lecture in the article Approaching micro-lecture. Micro-lecture is a teaching video file converted from PPT (slides). They are composed of text, pictures and music. Generally, there is no commentary voice, time. The length is a few minutes and can even be as short as about a minute.
Summarizing the above points, it can be found that researchers have their own opinions, but they generally believe that one of the characteristics of micro-lecture is short and smart. Based on the research subject, the author combines the opinions of experts and scholars and is committed to the smooth application of micro-lecture in the actual teaching of English courses in secondary vocational schools. The following is the definition of micro-lecture:
Micro-lectures are such micro-classes less than ten minutes, which are organized around a knowledge point and aim to solve difficult problems in teaching. As a teaching resource, it shows full flexibility. It can effectively supplement traditional courses and be used inside and outside the classroom. It can not only enrich the students' learning life, but also help lay the foundation for student collaboration and autonomous learning. Such a mini-lecture has a number of supporting teaching resources, including interactive platforms, tutorials, micro-exercises and instructional design. It presents teaching content around micro-videos.
2.1.2The Concept of Teaching Effects
Teaching effects are closely related to effective teaching, and good teaching effects are achieved through effective teaching. Cui Yunhuo(2009) pointed out that the concept of “effective teaching” first appeared in the first half of the 20th century and was proposed in the scientific movement of teaching in the West. This concept has received great attention from western education researchers and many people in this area. The field has also achieved fruitful results. Since then, effective teaching research in the West has gradually become more integrated and diversified. Its development can be divided into three stages: the first stage is the teacher characteristic research stage, and the second stage is the teacher's teaching behavior. The research phase, the last phase is the comprehensive research phase of effective teaching.
Shao Ruizhen(1983) first proposed the concept of effective teaching in the book Educational Psychology: Principles of Learning and Teaching. In this book, there is a chapter dedicated to “effective teaching methods and technical design and Applying”. Effective Teaching, edited by Chen Houde (2000), is the first book dedicated to effective teaching in China. In the book, the author puts forward the basic concepts of effective teaching. The author believes that the so-called effective teaching is essential to help students establish a “meaningful learning process”, that is effective learning. The book also describes effective teaching basic elements, principles, models, skills and qualities of an effective teacher. Since then, a large number of monographs and articles on effective teaching have emerged in China. Xiao Gang (2001) expounded the current situation of effective teaching research in the West in Research on Effective Teaching Theory. Based on this, he conducted an in-depth analysis of the theory of effective teaching, and carried out practical results of effective teaching at home and abroad. He further discussed the development status of effective teaching and thought about its future development trend. Long Baoxin and Chen Xiaoduan (2005) conducted a structural analysis of effective teaching from the perspective of conceptual reconstruction in Conceptual Reconstruction and Theoretical Thinking of Effective Teaching, and divided effective teaching into three levels: surface, middle and deep. Starting from the common ground of “learners” in Critical Effective Teaching. He Shanliang (2007) formed an intellectual framework through analysis. The framework is designed based on people and will also promote effective learning.
In the above article, the author has sorted out the main research results of effective teaching in China and discussed them one by one according to their degree of attention.
(1)Meaning of effective teaching
To carry out effective teaching research, domestic scholars suggested understanding the concept of “effective teaching” correctly. This is both important and difficult. The understanding of Chinese scholars on this concept is mainly reflected in the following aspects.
Cui Yunhuo's (2009) article analyzes effective teaching from the semantic composition. He pointed out that “effective” means that students can have specific development or progress through the teaching process, and “teaching” is a behavior, which is mainly reflected in teachers' guide, maintain, or promote student learning. This viewpoint mainly emphasizes teaching effectiveness, and believes that improving teaching effectiveness is the focus of effective teaching, and the criterion for measuring whether teaching effectiveness is improving and whether students have progressed or developed. However, to a certain extent, this kind of viewpoint is easy to make people ignore the position of teachers in the teaching process, and lacks an in-depth thinking and discussion on “effective” itself.
(2)Understanding level of effective teaching
Chen Xiaorui and Long Baoxin (2005) proceeded from the concept of effective teaching and carried out a systematic structural analysis of effective teaching. They were mainly divided into three levels: surface, middle and deep. At the surface level, effective teaching is a teaching mode with various “good teaching” forms; at the middle level, it is a teaching thinking. This teaching logic is hidden behind the “good teaching”. It can better control the emotions of teaching and teachers, so as to achieve the teaching goals; at the deep level, it is an ideal teaching, which mainly plays the role of traction and guidance of realistic teaching. The connotation of effective teaching is to promote the cooperative and exploration ability of students, which can promote the spirit of innovation, encourage students to practice, strive for intellectual diversity and make students more involved. Taken as a whole, “effective teaching” is essentially a dynamic process. First, it is an effective ideal. It is transformed into effective thinking through transformation, and then develops into an effective state. Unlike previous studies, it has changed from form analyzing effective teaching at three levels: form, thought, and ideology, which is considered to be a dynamic transformation. Rather than the old-fashioned one just analyzing and interpreting concepts, it belongs to a new understanding of effective teaching.
(3)Characteristics of effective teaching
The unique signs and characteristics of effective teaching are collectively referred to as the characteristics of effective teaching. Most of the domestic teachers regard teachers as the starting point for the study of effective teaching characteristics, and mainly indirectly prove the effectiveness of teaching through the study of teaching effectiveness. The research focuses on teachers' characteristics and behaviors. Yao Limin (2004) pointed out that the characteristics of effective teaching and the connotation of effective teaching should be truly consistent. It is mainly reflected by the teaching behavior of teachers, and reasonable teaching behavior is more conducive to the realization of teaching goals. From a conceptual point of view, the basic characteristics of effective teaching are unique signs and characteristics that are different from general teaching, inefficient teaching, ineffective teaching, and negative teaching. Therefore, among many characteristics, he identified six major basic characteristics as follows. First, correct goals: this is mainly understood from two aspects. The first one is the comprehensiveness of teaching goals. It should not only include the development and progress of students, but also ensure the comprehensive development and progress of students. The second one is the direction of teaching goals, which mainly refers to the results and standards of teaching goals. Second, adequate preparation: it mainly refers to the planned and targeted planning of teaching activities by teachers before class. Third, the scientific organization: it mainly means that teachers must effectively arrange various teaching activities to ensure that the teaching content is scientific and the activities, order, and strategies are reasonable. Fourth, clear explanations: the teaching content of the classroom must be clear and clear and the expression must be clear, which can stimulate students to quickly acquire knowledge and skills quickly. Fifth, full of enthusiasm: mainly refers to teachers through language, action, gesture and other body language infecting students, which shows enthusiasm for science, students, and teaching. Sixth, promoting students' learning: Teachers must always pay attention to the students' true needs and organize teaching content to achieve better teaching goals.
2.1.3Principles of Effective Development of Micro-Lectures
1.Principle of subjectivity
The so-called principle of subjectivity means that teachers and students should know the subject status of teachers and students accurately in the process of teaching, so as to give full play to the enthusiasm, initiative and creativity of teachers and students (Brown, H. D. 2013). Moreover, teachers and students can not only cooperate with each other in the process of teaching, but also promote each other and promote the all-round development of students. Although micro-lecture is a new type of teaching method or resource, the development and design process of micro-lecture should be based on the “student-oriented” educational philosophy, and the micro-lecture should be based on the consideration of students' learning needs and actual conditions. The teaching content of the class, that is, the teaching content should not be designed from the perspective of the teacher.
2.Practical principles
The so-called practical principle refers to that people need to participate in practice in the process of implementing creative thinking and promote the further development of thinking ability in the process of practice and then test whether the thinking results
are accurate in the process of practice (Brown, H. D. 2013). Successful practice is the teaching purpose that all courses want to achieve, so if students have no knowledge of practice, but stick to theory, it can be said to be a failed educational activity. Therefore, we must carefully consider the practical principles before we start the development and design of micro-lectures.
3.Refinement principle
The so-called refinement is that teachers need to demonstrate their teaching strategies and processes in a more refined way, and strive to control their teaching tasks and ideas within the time of a lesson, reducing the burden of extracurricular burdens on students. The so-called refinement requires teachers to refine the teaching content in the classroom to each difficult point, doubt and knowledge point, to make breakthroughs one by one, and to advance layer by layer, thereby reducing the arbitrariness in the classroom and maximizing classroom benefits. One of the basic principles to be followed in the development and design of micro-lecture is refinement, which requires students to be able to easily understand what they are expressing, and micro-lectures should also highlight logical relationships based on clever construction forms. The essence of the textbook can be included, and the text can be further streamlined.
4.Principle of autonomy
The so-called autonomy principle refers to the use of students' initiative, independence, and creativity in the teaching process, so that students can actively and actively discover problems, research problems, solve problems and strive to achieve the purpose of acquiring knowledge and developing abilities .
2.2Theoretical Basis
(1)Constructivism Learning theory
Constructivism (Piaget 1974), also known as structuralism, believes that the world exists subjectively, but understanding and giving meaning to the world depends on everyone. Everyone's experience is different, which leads to people's understanding of 12
the outside world different (He Kekang 2014). It emphasizes that the world is an subjective thing. People's understanding of the world comes from their own subjective thoughts.Each person has a different understanding of the world because of different life trajectories, cultural heritage, aesthetic tastes, moral cultivation and value orientation. Learning is a process of knowing knowledge in a certain way. With the continuous deepening of learning, people will have more and more knowledge. This is also a construction process.
By designing the learning environment and creating context, the micro-lectures support learners to quickly acquire course resources, independently study the required content and finally achieve the meaning construction of knowledge. Students use micro-lectures for autonomous learning before class to actively construct knowledge; in class, under the guidance, help and promotion of teachers, through mutual discussions among students, they can obtain knowledge internalization and sublimation. In the English teaching of micro-lectures, it is necessary to emphasize the student's dominant position in the learning process and let the students construct knowledge by themselves. Form the experience of knowledge and skills. Micro-lectures should pay attention to the differences of students' ability levels and learning habits, and enable students to study flexibly according to their personal needs in specific teaching.
(2)Effective teaching theory
The effectiveness of teaching refers to whether the teaching effect has achieved the expected goal of the teaching or the extent to which the teaching result has achieved the teaching goal, that is, whether the students have learned, improved, and improved their academic performance through teaching activities (Hu yueyue 2015:125-127). Effective teaching theory is an important branch of pedagogy. The effectiveness of teaching mainly refers to whether the final teaching effect is consistent with the expected effect. For schools, the effectiveness of teaching is mainly reflected in the effects of teaching activities, such as the improvement of students' performance and the formation of logical thinking.
In order to optimize the teaching effect, teachers who are in the main position in the teaching system must pay attention to three aspects: good work enthusiasm and responsibility; the right guidance; good professionalism.
(3)Audio-visual Teaching Theory
American educator Edgar Dale (1946) published the book Audio-visual Methods in Teaching, which proposed the famous tower of experience and systematically summarized the theory and practice of audio-visual teaching. Thus it became the master of the audiovisual teaching movement (Tang Wenjing 1989). Experimental psychologist Treicher has confirmed through a large number of experiments that 83% of the sources of information obtained by humans come from sight, 11% from hearing, 3.5% from smell, 1.5% from touch, and 1% from taste. These two items add up to 94%. In the memory of knowledge persistent experimental, the results show that people generally remember 10% of what they have read, 20% of what they hear, 30% of what they hear, and 50% of what they hear and see. The audio-visual teaching theory and the Chiritra experiment provide the feasibility for the use of micro-video resources for teaching, improving teaching efficiency and teaching quality.
Micro-lectures use teaching videos as the main carrier to create language contexts, combining audio and video, and sound images, integrating the language knowledge they have learned into the context. Students watch and listen while practicing, and closely integrate audio-visual training through practice. The experience to learn English is impressive and the effect is obvious, which is conducive to the improvement of students' language skills. Micro-lectures make the classroom more interesting, attract students' attention, stimulate students' interest, and improve their thinking ability (Ellis, R. 1984). Micro-lectures shorten the teaching time, and in a short time a large amount of information content is accepted by the students under the active guidance of the teacher, which improves the teaching efficiency.
2.3Previous Studies on Micro-lectures in English Teaching
2.3.1Related Studies Abroad
Micro-lectures started relatively early in foreign countries. The origins of micro-lectures are highly recognized as follows:
In 1960, a simple form of micro-lecture appeared and the affiliated school of Aiwa University in the United States took the lead in pioneering the mode of micro-lecture. At that time, micro-lectures were called short-term courses or curriculum units. These short-term courses were independent units and topics designed for a certain subject (Rianne A. M. Bouwmeester. 2013). This point is similar to micro-lecture, but it is not really a “micro-lecture”. The current “micro-lecture” is mainly designed for a knowledge point.
In 1993, Professor Leroy A. McGrew (1993) of the University of Northern Iowa in the United States put forward the concept of "60-secondcourse", which is the embryonic form of the development of micro-courses.
Kee T. P. (1995:67-69) pioneered a one-minute speech at the University of Napier, UK. He guided students to give lectures on specific topics, thereby cultivating students' ability to grasp concepts in certain specific fields. It made the students' thought more concentrated, and accordingly the student could harvest the better study effect by combining the content and the activity union.
In 1997, the Singapore Ministry of Education developed the education IT main plan at a cost of 2 billion Singapore dollars (about 1 billion yuan), the main purpose of which was to realize education informatization and integrate teaching and information technology. One of these projects, called micro-lesson (mini-course), was similar to the current “micro-lecture” format.
In July 2004, the United Kingdom opened the “Teacher TV” channel, with a program duration of about 15 minutes. It had accumulated 350,000 minutes of video and had become an important micro-lecture resource. After the channel was launched, it was widely recognized by teachers and students. It had also become the most important short video learning material before online learning matures. Compared with modern
“micro-lecture”, although the teacher channel also explains the knowledge points of a certain course, the duration was still longer.
In 2008, the American teaching designer David Penrose systematically explained the micro-lecture for the first time. Since then, the reputation of the micro-lecture had spread widely. In David Penrose's statement, the micro-lecture had been called “knowledge pulse”. He believed that with corresponding assignments and discussions, the micro knowledge pulse could be comparable to the traditional classroom teaching results.
The website of the micro-lecture resources had been continuously improved, and its attention had been increasing. Here the author took Khan Academy as examples. Khan Academy was founded by Salman Khan in 2006 and was a non-profit educational organization. The college uploaded the recorded micro-lecture videos to the YouTube platform, which involved more than 40,000 items such as mathematics, science, economics, computer science and humanities. Electronic whiteboards with teacher narration were the main presentation forms. This online teaching was designed to provide people with high-quality education for free and promote the ultimate realization of educational equity (Liu Xinying 2013). Khan Academy not only provided a way to make micro-lectures, but also enriched the teaching resources of primary and secondary school teachers.
Berrett Dan's book How “Flipping” the Classroom Can Improve the Traditional Lecture (2012:556) clearly emphasizes that foreign language teaching in secondary vocational schools emphasizes advanced applications of network technology. The article gives examples of the Dutch secondary vocational education that emphasizes the use of the Internet to transmit teaching videos to test the students' oral expression ability and proposes the use of micro-lectures to assist professional foreign language teaching strategies. Milman Natalie B's book The Flipped Classroom Strategy: What is it and How Can it Best be Used? (2012:335) puts forward a cooperative training teaching model that uses online micro-videos to strengthen school-enterprise cooperation. The teaching model of school-enterprise cooperation is an important path for professional foreign language teaching. This teaching model was first developed in the United States and Germany. The use of micro-lectures can enhance the interaction between vocational schools and enterprises in the process of school-enterprise cooperation, and complement each other's advantages.
Comprehensive studies of foreign micro-lecture can be found that since 2008, micro-lecture had attracted more and more attention in the education community, and even were used in practical teaching for a time. Today, micro-lecture has become an innovative teaching resource and has achieved excellent results. Foreign theoretical studies and practical explorations provide a good guide for the development of Chinese micro-lectures.
2.3.2Related Studies at Home
Micro-lecture studies at home are relatively late. “What is micro-lecture” (Ai, Tao 1985), which was first published in “Education Exploration”, can be regarded as the beginning of domestic micro-curricular research. Its main content is to introduce the concept of micro-curricular.
Sun Haihang (2005) began to mention the development and use of micro-lectures in his thesis, but the combing of the concept and analysis of micro-lecture concepts was not very clear. Du Xin (2012) mentioned in the “Discussion of the Construction of University micro-lecture” the important meaning and methods of micro-lecture in the construction of university teaching, but not much about whether to intensify the development and application of micro-lectures. Du Xulin and Song Mingqing (2007) published an article discussing the development and application of micro-lecture in school teaching. Its main point relates to the development of micro-disciplinary subjects. The author hopes to use micro-lecture to solve the contradiction between the special teaching of secondary vocational electives and the teaching progress. At the same time, Liu Suqin (2010), a master student of Shanghai Normal University, clearly defined the definition of micro-lecture in the dissertation, and also proposed the specific design of micro-lecture mode. However, the teaching subject studied in this text is elementary and middle school students, covering a wide range of content and lacked clear disciplinary boundaries, so it couldn't be applied to front-line teaching. However, with the deepening of information-based teaching, micro-lectures have been affected and attention has gradually increased. Scholars' enthusiasm for micro-study research has become increasingly high and many research results with practical value have appeared. The research results mainly involve the following aspects:
(1)Research on the concept of micro-lecture
Different from foreign researchers, domestic researchers have put forward a new conceptual interpretation of micro-lectures. In September 2012, the Education Management Information Center of the Ministry of Education defined the full name of “micro-lecture” as “micro-video courses”. It is clearly stated that it is expressed through teaching videos, whose main contents including subject knowledge points, example problems, difficult problems, and experimental operations. It is a summary of teaching practice and related learning materials. However, many scholars have their own understanding of this definition. They think that micro-lessons are micro-lectures, which are completely equivalent. They are different concepts. Li Jiahou (2013) put forward the definition of “micro-lecture” (or “micro-lesson”). The video teaching course within 10 minutes has a clear teaching goal, which is characterized by short content, mainly a small video course that explains a certain knowledge point or a problem. The difference between the above two concepts lies in how the micro-lecture is positioned a “teaching resource” or a “course”. Jiao Jianli (2013) pointed out that the main purpose of micro-lecture is to explain a certain knowledge point and short online content video. In other words, micro-lectures are online learning or teaching. Jiao Jianli's (2013) definition pays most attention to the manifestation of micro-lectures. That is online teaching videos. Hu Tiesheng (2011) also interpreted the definition of micro-lectures as “Course”, also known as “mini-video network course”, so micro-lecture uses micro-educational videos as a means of expression, with a certain knowledge point or important test point, difficulty and key point as the core or focusing on learning activities Scenario, subject, experiment, task, etc.
(2)Research on the effect of micro-lecture in English teaching
Domestic scholars have also made a lot of contributions to the research on the role of micro-lecture in English teaching. Most scholars agree that micro-lecture can better serve English teaching, improve the actual efficiency of English teaching, and improve students' English performance. Zhang Li (2011), from the school of foreign languages, University of Shanghai for Science and Technology, is concerned about how to improve the effect of English teaching through micro-videos. She advocates promoting micro-videos in English teaching of junior middle school , and personally applying it to front-line teaching. Through a series of research studies, she proposed that the use of micro-video can enhance the interest of traditional classrooms. In the classroom teaching using micro-videos, students' English learning interest and learning efficiency have been greatly improved. Not only that, even students who once did not like to learn English will be attracted by colorful micro-videos, which will gradually become interested in English. The short and exquisite characteristics of micro-lectures make the teaching content avoid being long and complicated, and then become more targeted and practical. This requires students' autonomous learning to occupy an important position in the entire English learning process. Generally, it may be as high as 60% -70%. By contrast, classroom instruction or other language knowledge instruction only account for 30% to 40% of the total. English, a subject that requires high student interest, fits with the diverse and rich content of micro-lecture. In practical teaching, teachers can guide students to complete pre-class previews by making micro-lecture; teachers can use micro-lecture to attract students' interest in teaching difficulties or point that which needs to be focused. At the same time, you can also focus on solving the difficulties encountered in the preview or guide students to practice oral English in the classroom, so as to help students consolidate and expand the basic knowledge, cultivate the basic ability of listening, speaking, reading and writing, and improve the overall language application ability. The introduction of micro-lecture in the classroom can not only give play to the role of students as learning subjects, create a democratic, equal, free and interactive classroom environment, but also pay attention to the differences in students' individual learning abilities.
(3)Research on the Necessity of Applying Micro-lectures to English Teaching
The necessity of using micro-lecture in English teaching is also an important content of domestic scholars' research. Many domestic scholars recognize that micro-lecture can help students to understand the text content and master the basic knowledge by creating a real language learning situation. Yi Min (2015) studied the necessity of using micro-video in English teaching. She believes that English learning is different from other subjects and has different characteristics from other teaching courses. The purpose of English teaching is to cultivate students' strong language application skills and communication skills. However, as a non-native language country, if students want to comprehensively improve their language application skills and communication skills, they must build a good language environment for students. To truly use language and achieve a close-to-life communication, to a certain extent, micro-lecture that integrate sound, pictures, and situations can contribute to creating such an environment. In actual lectures, teachers should make appropriate micro-videos based on teaching content and create a real language environment for students. This environment has a positive role in guiding students to understand the teaching content and divergent thinking. In addition, the application of micro-lecture actually aims to mobilize students' multiple sensory responses in various aspects and to help students complete the perception and construction of teaching content with the help of various stimuli, so as to better improve students' understanding ability, language using ability and communication ability.
At present, for the study of micro-lectures, experts and scholars at home and abroad have focused on the definition, role, necessity and content of micro-lectures, as well as their theoretical and research basis. However, less research has been done on the effect of micro-lectures.
Chapter Three Methodology
3.1Research Questions
The research questions are designed as follows:
(1) What is the current situation of the application of micro-lectures in secondary vocational English teaching?
(2) What is the effect of micro-lectures in secondary vocational English teaching?
3.2Research Participants
This survey is planned to be carried out in the X Vocational School of Binzhou City, Shandong Province. The main subject of the study is from vocational school, including 10 English teachers who used micro-lectures on classes or participated in the micro-lectures competition and 52 students (20 boys and 32 girls) who come from architecture engineering major. This article divided the subjects studied in this article into two groups to conduct the research. In the part of the teacher interview group, the respondents are 10 English teachers, and the questionnaire survey group is the 52 students, which accepted the questionnaire survey.
3.3Research Methodology
The research methodology includes research method and research instrument. The research method of this study includes investigation method and experiment method. The research instrument of this study includes questionnaire and interview.
3.3.1Research Method
The literature research method is used as the basic means to sort out relevant research materials including the definition of micro-lectures, the characteristics of micro-lectures, the design, application, and implementation of micro-lectures by combing the research situation of micro-lecture development at home and abroad. This paper draws the current trend and direction of education reform informatization, and provides a reference for teaching reform in China's informatization environment.
3.3.2Research Instrument
Before the questionnaire survey was conducted, the author conducted an English test (See Appendix One) experiment at the beginning of the first semester in 2018-2019. Then the author conducted another English test (See Appendix Two) which holds a higher degree of difficulty than the former one and the full mark of both paper is 120 scores. The Pre-test paper is the entrance examination paper for freshmen and the post-test paper is the final examination of that semester. The author performed a descriptive analysis of the two groups of English scores obtained before and after the micro-lectures examination for the students in class 2 of architecture engineering major in our school in the first semester of 2018-2019, as shown in the following table Examination before and after the micro-lectures. The purpose of the test is to analyze the effect of micro-lectures in English teaching for secondary vocational schools within a limited scope.
Questionnaire survey is used to solve the specific research questions, by which to collect the concrete data. Questionnaire survey needs to distribute questionnaires among students, the author used the results of the survey to reflect the students' true feelings about micro-lecture teaching and English learning effects. The first questionnaire (see Appendix Three ) used in the study of this subject is from Pan Qinghua's master thesis “Application of Micro-lecture in Secondary Vocational English Teaching”. It is a questionnaire for the learning status and needs analysis of learners in secondary vocational English classes. With this questionnaire, students can learn about their learning and the feasibility of using micro-lecture in secondary vocational English
classes analysis, and then use this as a basis to design an efficient and useful micro-lecture program. The second questionnaire (see Appendix Four)used in this study is a questionnaire for the use of micro-lecture in the classroom . These set of questionnaires are designed to investigate the use of micro-lecture and evaluate the implementation of micro-lectures, which adopted in “The Application of Micro-lecture in Secondary Vocational School English Teaching”, Pan Qinghua, Shandong Normal University (2013).
The questionnaire can help us analyze the use of micro-lectures and evaluate the implementation of micro-lectures, while there are still some insufficient in it. In order to make the research more in-depth and detailed, master the teachers' opinions on the implementation of micro-lectures and the measures for improvement, an interview for ten teachers was organized face to face. The interview questions adopted from Li Linying's Study (2017) (see Appendix Five and Appendix six), including a questionnaire and five specific questions. In this way , the author can grasp the information that cannot be obtained through the method of questionnaire and the measures that need to be improved.
3.4Data Collection and Analysis
(1) Data Collection
First of all, the descriptive analysis of the test scores before and after the micro-lectures learning conducted by 52 research subjects (students) was performed, and the average score was calculated. Secondly, the questionnaire should be collected in time after it is distributed. In the part of students' survey, 52 questionnaires were distributed and all were collected, of which 48 were valid questionnaires. In the part of ten teachers' survey and interview, all were collected and valid. Because in the process of questionnaire survey on students, the respondents had wrong selections, the effect of the questionnaire was only 92.3%, and then the data obtained from the survey was processed and analyzed with SPSS22.0. The data of this survey are authentic, 23
reasonable and reliable, which is very important for the later statistical data. Therefore, the questionnaire needs to be strictly checked.
(2) Data Statistics and Analysis
By investigating and analyzing these test scores, questionnaires and interviews, the author sorted out the results in the following three aspects and detailed data analysis is described in Chapter Four.
Firstly, students' feedback on the effect of micro-lectures teaching in secondary vocational schools is performed through the English test before and after the application of micro-lectures.
Secondly, the author analyzed the students' understanding of micro-lectures application through the questionnaires data. It is mainly a descriptive and correlation analysis of students' understanding of micro-lectures, students' interest in micro-lectures, the use of micro-lectures by students, and the frequency of micro-lectures used by teachers during class.
Thirdly, the author analyzed the tearchers' understanding of micro-lectures application through the interview results which were conducted in three aspect: awareness of micro-lectures, the frequency of making and using micro-lectures, the expectations and suggestions of micro-lectures.
In details, the results of the data analysis will be discussed in chapter Four.
Chapter Four Results and Discussion
4.1 Investigation of the Effect on English Micro-lecture Teaching
Micro-lectures belong to a kind of new education information resources. It implements the reform of traditional teaching methods, meeting the needs of students. It also makes students develop interests in learning and improve students' grades. At the same time, micro-lectures will provide a professional platform to communicate and study, in which the teacher can guide students to autonomous learning.
For micro-lectures, it can be divided into eleven types according to the classroom teaching method, including teaching, inspiration, question and answer, discussion, contact and presentation. In addition, there are some types of micro-lectures related to teaching, such as assessment, presentation and so on.
4.1.1Students' Feedback on the Effect of Micro-lectures
Before the questionnaire survey was conducted, the author conducted a significant analysis of the two English scores obtained before and after the micro-lectures examination for the students in class 2 of architecture engineering major in our school in the first semester of 2018-2019, as shown in the following table Examination before and after the micro-lectures. Pre-test and post-test respectively adopted to the test A&B of final examination in X Secondary Vocational School.
Table 4.1 Distribution of English test scores before and after the application of micro-lectures
Scores 90-100 80-90 70-80 60-70
Before 31 14 3 2
After 36 8 3 3
As can be seen from the above table, after the class has implemented micro-lectures teaching, the English scores have improved. According to the statistics of 25
the data, it can be seen that the number of students in the 90-100 stage has increased significantly. There were only 31 students in this grade before the micro-lecture. After using the micro-lectures teaching, the number of this grade increased to 36, but overall the increase in progress was not large. In addition, the author makes statistics on the average scores obtained by students in English exams before and after the application of micro-lectures. Through statistics, it is found that the average score before use is 91.08, and the average score obtained after use is 91.76. According to the author's expected goals, the average score can be improved by 3 to 5 points through the use of micro-lectures.
Table 4.2 Comparison of Students' English Scores
Before
Micro-lectures
(n=52) After
Micro-lectures
(n=52) MD t
(104)
M SD M SD
Scores 82.46 9.28 92.25 6.94 -6.79 -6.09 0.04
*p<0.05
Table 4.2 illustrates that secondary vocational school students' English scores after applying micro-lectures are different from those before using it. (t (104)=-6.09, p<0.05) because the significant number is 0.04 (Sig=0.04) is lower than 0.05. Significance analysis of students' English scores (M=92.25) is higher than that before applying micro-lectures (M=82.46) with accuracy rate of 82.46% and 92.25%. The difference between the means is 6.79 (MD=6.79) on a 120-point English test which are used in the final examination of X Secondary Vocational School. Based on these data, it is easy to see the difference between the two tests' scores after the experiment. So the author concludes that after the experiment, students' English scores after applying micro-lectures is higher than that before it. In other words, students' English performances are improved after applying micro-lectures.
Obviously, the results obtained through statistics can be seen that the use of micro-lectures has not helped students significantly improve their overall average scores. It is necessary for us to summarize in stages and analyze the teaching effect of micro-classes, to better improve the teaching effect of micro-lectures, enhance the teaching ability of teachers, and improve students' English performance.
4.1.2Students' Understanding of Micro-lecture Application
In the process of analyzing the survey results, the analysis was mainly carried out for descriptiveness and relevance. Four independent variables were selected in the process, including students' understanding of micro-lectures, students' interest in micro-lectures, and the usage situation of micro-lectures and the frequency of teachers' usage of micro-lectures during the course. They analyze the relationship between the frequency of teachers' usage of micro-lecture and students' understanding of micro-lectures, their interest in micro-lectures, and their usage of micro-lectures.
The following table shows the students' understanding of micro-lectures, their interest in micro-lectures, the use of micro-lectures by students, and the frequency of micro-lectures used by teachers during class.
Table 4.3 Students' understanding of micro-lecture
Do you know about micro-lectures?
Frequency Percentage Effective Percentage Cumulative
Percentage
Valid all 10 19.2 20.8 20.8
much 9 17.3 18.8 39.6
some 11 21.2 22.9 62.5
none 18 34.6 37.5 100
total 48 92.3 100
system 4 7.7
Total 52 100
Table 4.4 Students' interest in micro-lectures
Do you like to use micro-lectures?
Frequency Percentage Effective
Percentage Cumulative
Percentage
Valid like 16 30.8 33.3 33.3
general 20 38.5 41.7 75.0
dislike 12 23.1 25.0 100
total 48 92.3 100
system 4 7.7
Invalid system 4 7.7
Total 52 100
Table 4.5 Questionnaire for students to actively use micro-lectures after class
Do you actively use micro-lecture after class?
Frequency Percentage Effective
Percentage Cumulative
Percentage
Valid Often 13 25.0 27.1 27.1
occasionally 17 32.7 35.4 62.5
Never 18 34.6 37.5 100
total 48 92.3 100
Invalid system 4 7.7
Total 52 100
Table 4.6 Survey Form of micro-lectures teaching content and student learning interest
Do you think the content of micro-lecture teaching is rich? Can it stimulate your interest in learning?
Frequency Percentage Effective Percentage Cumulative
Percentage
Valid very 9 17.3 18.7 18.7
slightly 20 38.5 41.6 60.3
none 19 36.5 39.6 100
total 48 92.3 100
Invalid system 4 7.7
Total 52 100
Table 4.7 Questionnaire for micro-lectures and deepening knowledge ofEnglish
Do you think that micro-lectures can solve English learning difficulties in a more targeted way? Can you deepen your knowledge ofEnglish?
Frequency Percentage Effective Percentage Cumulative Percentage
Valid very 11 21.1 22.9 22.9
Sometimes 25 48 52 74.9
none 12 23 25 100
total 48 92.3 100
Invalid system 4 7.7
Total 52 100
Table 4.8 Questionnaire of students' views on the use of micro-lectures review after class
Do you think it is effective to use micro-lectures for English review after class?
Frequency Percentage Effective
Percentage Cumulative
Percentage
Valid yes 11 21.1 22.9 22.9
yes but not interested 25 48.1 52.1 75
no 12 23.1 25 100
total 48 92.3 100
Invalid system 4 7.7
Total 52 100
In the part of correlation analysis, the author investigates the application and effectiveness of the English micro-lectures of X Secondary Vocational School. A survey was conducted on the influence of teachers' use of micro-lectures, the content of the selected micro-lectures, the degree of students' understanding, the interest in learning, and the frequency of micro-lectures after class.
Table 4.9 Do teachers often use micro-lectures in English classes? Do you know about
micro-lectures？
Do you know about micro-lectures? Total
much some little none
Do teachers often use micro-lectures in English classes? often 8 4 5 3 20
occasionally 2 5 6 15 28
Total 10 9 11 18 48
Table 4.10 Do teachers often use micro-lectures in English classes? Do you like
micro-lectures?
Do you like micro-lectures? Total
Like Generally Dislike
Do teachers often use micro-lecture in English classes? often 14 5 1 20
occasionally 10 13 5 28
Total 24 18 6 48
Table 4.11 Do you think the micro-lectures teaching content is rich and can stimulate
your learning interest? Do you like to use micro-lectures?
Do you like to learn with micro-lectures? Total
Like Generally Dislike
Do you think that the micro-lecture teaching content is rich and can stimulate your interest in learning? Very 5 8 2 15
slightly 10 10 3 23
none 1 2 7 10
Total 16 20 12 48
Table 4.12 Do teachers often use micro-lecture in English classes? Would you mainly
use micro-lecture after class?
Would you mainly use micro-lectures after class? Total
Often occasionally never
Do teachers often use micro-lectures in English classes? often 3 15 3 20
Occasionally 11 10 11 28
Total 25 14 9 48
From the above table, we can see that there is a direct relationship between the status of micro-lectures used by teachers and the choice of micro-lecture, the degree to which students understand micro-lectures, the interest of students in learning micro-lectures, and the frequency of micro-lectures after class. Teachers use micro-lectures more frequently, and students have a better understanding of micro-lectures, and they will have a stronger interest in micro-lectures. The frequency of using micro-lecture after class will also increase. In addition, the richness of the selected micro-lecture teaching content is directly proportional to the degree to which students love micro-lectures.
4.1.3Teachers' Understanding of Micro-lecture Application
The author summarizes the attention and key principles of micro-lectures design in English teaching in secondary vocational schools by consulting relevant literature. As a basis, the author conducted interviews in three aspects during this survey: The degree of cognition, the frequency of making and using micro-lectures, the expectations and suggestions for micro-lectures. The author analyzes the results ofthe interview.
Cognitive status of teachers in micro-lectures. This conclusion is based on the question of interview: Do you know micro-lecture? How long have you been in contact with Weibo? And question 2: How long do you think the micro-lecture video is most suitable? The author got the findings from the investigation. According to the interview and survey on Question 1, according to statistics, 60% of the teachers think that they do not know micro-lectures in particular, and the contact time with them is three to six months. In the process, they have only been exposed to micro-lessons for less than 3 months; only 10% of the teachers indicated that they have a good understanding of micro-lectures, and have been in contact with them for half a year to one year. Therefore, it can be seen that although the school spends a lot of effort on the activities of micro-lectures, for front-line teachers they do not have a clear understanding of micro-lecture, and even some teachers do not know a little about micro-lectures. This also hinders the development of follow-up micro-lecture activities, and also makes students' results not very satisfactory.
By analyzing the results obtained in Question 2, dozens of teachers have given their opinions. 70% of teachers think that the time for micro-lecture is best controlled within five to ten minutes. This time allows teachers to make clear the key points, difficult points or doubts of a certain knowledge point, and can also keep students' attention; 20% of teachers think that the duration of micro-lecture should be longer, controlled in the range often minutes to a quarter of an hour, and the time is too short to fully explain one or several points of knowledge. Only 10% of teachers say that it doesn't matter. Through research, we can find that most teachers think that the mini-lectures duration of 5 to 10 minutes is most suitable. Therefore, it can be seen that most teachers have applied micro-lectures in actual teaching before they fully understand micro-lectures.
The author investigated the production and operation ofmicro-lectures. Question3: What do you think is the most critical aspect ofmicro-lecture? (Such as determining the subject, recording, feedback, etc.). Many experts feel that it is critical to determine the content of the design in order to achieve the desired effect of micro-lecture and get even more extraordinary results. Therefore, here we need to understand the composition of micro-lecture. Some scholars have proposed that the composition of micro-lecture is a “6 + 1” model. “1” represents the core resources of micro-lectures, which is a miniature teaching video clip. “6” mainly contains relevant content that is related to teaching knowledge points or links, including teaching design, material courseware, exercises and tests, teaching reflection, comments between teachers and students, learning feedback, etc. Therefore, we can see that for micro-lecture, micro-video is a core resource. Through the interview results of Question 3, the author found that 70% of teachers feel that designing and recording micro-videos is very important in the course of micro-lecture, but they often encounter technical difficulties, and 20% of teachers feel that designing micro-lecture practice is very important. In addition, 10% of teachers think the process of feedback in micro-lecture is the most critical. Moreover, some teachers mentioned the implementation of teaching activities, post-optimization videos, design exercises, online publishing of micro-lectures and so on. The teachers who participated in the interviews all agreed that in the process of designing micro-videos, designing topic selection is very important. The topic selection should be consistent with the syllabus, which should be concise and the content designed should be targeted, including teaching key points, difficult points and doubts. At the same time, the selected content needs to help students improve and expand their knowledge after class.
As for the frequency of using micro-lecture by teacher, the author uses the following graph to represent in order to display the interview results more
Figure 4.13 Frequency chart of English teachers using micro-lectures
In the figure above, the abscissa of 0.5 to 1.5 indicates that teachers often use micro-lectures, and 1.5 to 2.5 indicates that teachers rarely use micro-lectures.
Question 4: Which way do you make micro-lectures? This question investigates the methods and ways of making micro-lecture videos. In the past few years, science and technology have developed rapidly. More and more scientific and technological means can be used in our work and life. These technical means have enriched the methods of making micro-lecture and provided more production methods. In addition, this also helps teachers simplify the process of making micro-lecture videos. The author found that through collating the literature, teachers generally like to use the following types of methods to make micro-lectures: tablet, screen recording software, mobile phone shooting, digital camera.
According to a survey, half of the teachers interviewed used screen recording software to record micro-lectures; 20% of teachers used digital cameras to record, and 20% of teachers chose to use smart phones to record micro-lectures. The remaining teachers stated that the method of recording micro-lecture yourself is not fixed. We list and compare the four types of recording methods, and we can find that no teacher chooses a tablet or professional screen recording software. This means that teachers can choose more and more ways to record micro-lectures, and they are becoming more flexible, while also lacking professionalism. The author believes that this phenomenon has a great relationship with teachers not particularly understanding micro-lecture teaching. Teachers only passively accept the initiative of schools and the Ministry of Education, and compensate for their own teaching content and methods under the initiative ofrelevant departments.
Teachers' suggestions for micro-lecture and their expectations for micro-lecture. Question 5: How do you think of the use of micro-lecture? Is there anything that needs improvement? This question is mainly about the teacher' suggestions for micro-lectures and related expectations. The teachers interviewed believed that after using the micro-lecture teaching, the effect of student learning has been improved, but it is not particularly obvious. In addition, 40% of teachers think that through micro-lecture teaching, students have increased their interest in learning English; 60% of teachers think that through micro-lecture teaching, students' enthusiasm in the classroom has been improved. Through interviews, it was found that 50% of teachers hope to be able to obtain guidance from experts in the process of constructing a rich micro-lecture resource platform and conduct discussions on the topics of micro-lectures. 40% of teachers hope that in the process of evaluating professional titles, the production and usage of micro-lectures will be used as a reference factor. 10% of teachers hope to get incentives for bonuses. Through this question, we can see that micro-lecture is a new type of teaching mode and a new resource sharing method. Teachers interviewed hope to build a perfect evaluation system for micro-lectures and promote the development of the concept and practice of micro-lecture.
4.1.4Analysis and Discussion of Survey Results
It can be found from the survey that 37.5% of X Secondary Vocational School students do not particularly understand the concepts and characteristics of micro-lecture. Nearly 23% of students said that they know less and only less than 21% of students think they know micro-lectures well; as for the interest in learning English micro-lectures, the largest proportion is students who maintain a general attitude in the X Vocational School and nearly 42% of students maintain a general attitude towards micro-lecture; as for the usage of micro-lecture to learn actively after class, the largest proportion is students who never use micro-lecture for after-school learning, accounting for close to 38% and about 35% of students occasionally use micro-lecture for after-school learning; regarding whether micro-lecture teaching can stimulate students' interest in learning, 41.6% of the students thought it is of little effect. Nearly 40% of students thought that micro-lectures did not inspire students' interest in learning. Among the students surveyed, 58.5% of the students thought that X Vocational Schools have abundant micro-lecture resources, which can slightly meet the learning requirements of students. Nearly 23% of students believe that micro-lectures can meet their own learning needs; 52% of students think that micro-lecture is targeted, which can better solve the problems encountered in English learning and deepen their understanding of English knowledge. Therefore, it can be seen that in the English teaching process of X Vocational School, the usage of micro-lecture has produced some positive effects, but it is not obvious that the expected ideal effect cannot be achieved.
In terms of relevance, it can be seen from the questionnaire that the more frequently teachers use micro-lectures, the more students understand micro-lectures; the more frequently teachers use micro-lectures, the more students are interested in micro-lectures; the richer the content of micro-lecture teaching is, the more it can stimulate students' interest in learning and encourage students to like micro-lecture; the more frequently teachers use micro-lectures, the more times students use micro-lecture after class.
4.1.5 Applied Investigation on the Effect of Micro-lecture Teaching
X Vocational School is located in the beautiful city of Binzhou. In order to better improve the professional quality of our teachers, the school has organized the first micro-lecture teaching competition since 2015, which aims to promote the improvement of teaching ability and the integration of professional teaching and information technology. As a result, it may build the platform of teachers' teaching experience and show teachers' elegant competence. The school regards micro-lecture teaching as the main measure of reforming teaching. By developing micro-lecture teaching to improve the quality of teaching, it focuses on cultivating students' ability to practice and innovate, and to enhance their core competitiveness. Micro-lecture teaching is a key opportunity in this process. With the participation ofteachers and students in our school, the exploration and practice of micro-lecture teaching has gone through several years.
Before the questionnaire survey was conducted for the students of this school, the authors achieved a good and descriptive analysis ofthe data obtained through the survey and the teachers who have won a good position in the micro-lecture teaching competition. According to statistical survey data, more than half of the teachers of the university's Micro-lecture believe that the biggest feature for micro-lecture is that they have a clear theme and a high degree of focus; 17% of teachers are core to micro-lecture teaching. They agree that they believe that the resources that make up micro-lectures are very diverse. In addition, less than 15% of teachers agree with the idea that micro-lectures are short and intensive, and have a wide range of applications; about 4% of teachers recognize micro-lectures have interactive features. From this survey data, we can see that most of the micro-teachers in our school believe that highly focused topics are the most prominent feature of micro-lecture. This kind of micro-lecture breaks the restrictions of traditional teaching in the first place in a straightforward manner. Attracting students' attention has laid agood foundation for future teaching activities.
The micro-teachers of X Secondary Vocational school also have different views on the length of lessons required for the instructional videos that are the core of the micro-lecture. According to the survey data, more than 55% of teachers believe that the most appropriate micro-lecture time is 16 to 20 minutes; nearly 32% of teachers believe that 11 to 15 minutes of video time can get better results; more than 10% Of teachers agree that it is most appropriate to control the time of the micro-lecture video to 6 to 10 minutes; in addition, a few teachers think that the time of the micro-lecture video needs to be set to more than 20 minutes. A comprehensive analysis of teachers' understanding of the situation of micro-lecture works found that most teachers felt that the length of 10-20 minutes of micro-lecture videos was the most suitable. On the one hand, this conclusion is influenced by the guidance of the competition evaluation mechanism. In addition, teachers can clearly explain the knowledge points or topics they need to explain in about 15 minutes, in which period the students are most focused.
Classified according to the most commonly used teaching methods, micro-lectures can be divided into multiple types, including teaching, autonomous learning, demonstration, and cooperative learning. According to the survey, at the present stage, the most needed type in the teaching process is the type of inquiry learning. More than 38% of teachers think that micro-lectures of inquiry learning are very important; 34% of teachers tend to use micro-lectures of discussion type. Types; nearly 32% of teachers prefer micro-lectures using heuristics; there are also nearly 30% and 28% of teachers who prefer micro-lecture in cooperative learning and question & answer methods.
Different from traditional teaching activities, the micro-lecture needs to be combined with the background of educational reform at the time to strengthen the construction of micro-lecture teaching resources in the course of teaching. The following table shows the statistics ofmaking micro-lecture methods.
Table 4.14 Statistical Tables of making micro-lecture methods of X Vocational School
Production method
Responses Multiple choices
N Multiple choice percentage
N Responses(%)
Production method Using DV, mobile phones and other camera
equipment to shoot
teaching process 36 26.1 106 76.6
Use screen recording software to record the teaching content of the screen 32 23.2 94 68.1
Use PPT, Flash and other animation video software to synthesize 17 12.3 50 36.2
use slice and clip of the original full video itself 10 7.2 29 21.3
use various types of methods, such as screen recording, shooting, video software, etc 43 31.2 126 91.5
Total 138 100
As can be seen from the table above, in the selection of making micro-lecture
methods, Chinese researchers have summarized the following main types of making micro-lecture methods: using PPT, Rash and other animation video software synthesis; using screen recording software to record the teaching content of the screen, including graphics and sound; using DV, mobile phones and other camera equipment to shoot the process of teaching; using slice and clip of the original full video itself; using various types of methods, such as screen recording, shooting, video software, etc. The integrated use of two or more production methods for micro-lecture video production, which is called a hybrid production method. According to the survey results, more than 90% of the teachers in our school choose to adopt the hybrid production method in the process of making micro-lectures; about 7.7% of the teachers who use PPT, Rash and other animation videos to make micro-lectures; The teaching content of the software recording screen includes more than 68% of the teachers of graphics and sound production micro-lectures; only about 20% of the teachers choose to get the micro-lectures by slicing and editing the complete video that they originally made. This also means that the number of teachers who choose to adopt more flexible micro-lecture production methods is increasing. In the deeper interview process, the author found that many teachers have initially learned about the use of video cameras and screen recording software, and the traditional short course videos can not reflect the short, sharp and highly focused features of micro-lectures. As a result, a small number of people directly choose course videos made by themselves to obtain micro-lectures by cutting.
Table 4-15 Statistics of the key links of the micro-lecture
Key link
Responses Multiple choices
N Multiple choice percentage
N percent(%)
Key
link Clarify the theme of micro-lecture teaching 21 12.5 62 44.7
Design micro-lecture teaching 39 23.2 114 83.0
Identify and refine knowledge 26 15.5 76 55.3
points for micro-lessons
Teachers' implementation of micro-lecture teaching activities 26 15.5 76 5.3
Take and record micro-lecture video sessions 11 6.5 32 23.4
Post-optimize and edit micro-lecture videos 18 10.7 53 38.3
Making micro-lecture teaching courseware 16 9.5 47 34.0
Design and make resources for micro-lecture exercises 11 6.5 32 23.4
Total 138 100
According to the research survey results, the teachers in the X Secondary Vocational School believe that the importance of micro-lecture links in the process of making it is arranged by the following order: designing micro-lecture teaching, identifying and refining the knowledge points of the micro-lecture, teachers' implement process of micro-lecture, post-optimizing and editing micro-lecture videos, shooting and recording micro-lecture video links, designing and making supporting exercise resources of micro-lecture. It is found through statistics that teachers pay most attention to designing micro-lecture teaching and determining topics. Ranked second is the technology of making, editing, and beautifying micro-lecture, which can reflect the concept of micro-lecture production and design first.
In the past few years, in the process of rapid development of information and communication technology, especially video technology, the methods and ways for making micro-lecture videos have become more diverse, and the tools used have become increasingly simpler. As costs continue to decrease, teachers can assume the responsibility of making micro-lecture and become a person who can design, shoot, implement activities, and edit all kinds of tasks. During the investigation, it was found that many teachers still feel that the technical problems encountered in the process of making micro-lecture are still a challenge they need to face. More than half of them think that taking micro-lecture videos is very difficult and costs much. In addition, more than 51% of teachers think that they will encounter great difficulties during the micro-editing process, such as the design of the opening and ending of the micro course, the design of the subtitle and so on. Nearly 43% of teachers said they haven't mastered the method of designing micro-lecture teaching. For the first-line teachers of X Vocational School, the technology of making micro-lecture still has a very high threshold, which requires a lot of professional knowledge. So further training needs to be used to improve the ability in this area. Simple and easy-to-use tools have been developed to help front-line teachers better make micro-lectures and promote micro-lecture teaching.
4.2Problem Analysis and Reason Analysis
At the current stage, secondary vocational English has not achieved good results in the application of micro-lecture. In fact, the results of this new type of teaching method have not achieved the expected goals, and the application rate is still very low and did not achieve the desired results. There are many reasons for this phenomenon. In addition to the relatively short time to practice micro-lecture subjectively, it is also affected by many limiting factors in the process of implementing micro-lectures.
In the application of micro-lecture in secondary vocational English, it shows that the scope of application is very small, the use efficiency is very low, and it does not have the ideal application effect. This is related to the limitations of micro-lecture itself. Features limit the use of micro-lectures, and there is a lack of development of resources on micro-lectures, and teachers on the front line do not fully understand micro-lectures. These are all influencing factors.
4.2.1Limitations of Micro-lecture Itself
There are many problems in the process of developing and applying secondary vocational English micro-lecture, which are closely related to the limitations of micro-lecture themselves. The limitations of the micro-lecture itself are mainly reflected in:
First, micro-lectures are not suitable for presenting all the English subject content. What' s more, it can be said that micro-lectures can only be used when explaining part of the English knowledge content. micro-lectures have very little effect in cultivating such abilities as abstraction, divergence, and critical thinking. This also restricts the use of micro-lecture in secondary English teaching to a large extent.
Second, micro-lecture use complex technology as a carrier. For producers, they need to have a relatively high level of technology. When interviewing front-line secondary English teachers, they all said that it was difficult to make micro-lecture. The difficulty mentioned here mainly refers to the difficulty of making a micro-lecture. Although it only needs to produce more than ten minutes of teaching content, teachers often encounter many unexpected problems while recording. Many English teachers are limited by their professional abilities and are very unskilled in mastering and using technology. Some teachers still cannot master the technology of making micro-lessons after training, and even give up halfway during the recording of micro-lectures. Organizing a micro-lecture for more than ten minutes may require teachers to spend one day or even a few days and a lot of energy to produce micro-lecture content. Over a long period of time, even if it takes a lot of effort to make micro-lecture and obtain good teaching results, teachers will doubt the value of micro-lecture in the application process and will respond to them in a very short time. There are trade-offs in this type of supplementary teaching. Under such circumstances, many teachers will abandon this kind of teaching method. As a result, if students need to use micro-lecture for learning, they will lose the connection bridge and also be obstructed with a certain degree in the application of micro-lecture.
The limitations of micro-lecture are also reflected on the fact that students, teachers, and schools that use micro-lecture need to have high abilities. To achieve better results in the implementation of micro-lectures, schools need to train micro-lecture technology at a certain frequency and strengthen the concept of micro-lectures. These schools also need to possess some software and hardware with certain conditions and provide technical support to teachers in order to facilitate their research and development. English teachers usually need to face a lot of challenges to produce a micro-lecture. Many technical contents are not available in a short time. Teachers need to spend a lot of energy to obtain these contents. For students, first of all, they need to have certain hardware and software requirements. On this basis, they need to ensure that the learning environment that the students have is safe, and if necessary, parental escort and supervision are required. All kinds of limitations have caused many problems in the application of micro-lecture teaching. How to overcome the limitations of micro-lecture itself, and then give full play to the role of micro-lecture in the teaching process is an urgent problem that needs to be solved at present.
4.2.2Characteristics of English Subjects
The discipline of English attaches great importance to the expression of language and the use of practice. It has two characteristics: instrumentality and humanity. The subject of English teaching in secondary vocational schools pays great attention to the cultivation of students' appreciation and reading skills, and the cultivation of communication and expression skills. The main goal of this subject teaching is to improve students' English literacy and improve students' English ability. This means that vocational English is not a simple emphasis on learning basic knowledge, and it also emphasizes the use of this method to cultivate English ability. The characteristics and nature of English subjects have a decisive influence on the content of courses that are suitable for micro-lecture, and some contents are not suitable for presentation in micro-lecture. There is content in English subjects that cannot be effectively presented using micro-lecture.
First, the practical characteristics of the English subject in secondary vocational education determine that it is necessary to carry out activities to develop students' practical ability. For example, when cultivating students' ability to express and communicate, teachers generally improve their ability to communicate and express through debates. In this process, students communicate face-to-face, express their views, and express their positions. For example, if this teaching content is presented in a micro-lecture way, allowing students to achieve teaching purposes by watching other classmates' debates, it will not be able to achieve good teaching results. It is not as effective as watching other people do it themselves. In the process of cultivating students' abilities, the effects of seeing and doing are completely different. Micro-lecture have little advantage in developing English practical ability.
Secondly, the comprehensive characteristics of the subject of secondary vocational English determine that the content of each part has a mutual influence relationship. For example, in terms of appreciating aptitude, you can usually develop reading skills as well as improve your expression skills. However, micro-lecture itself is insufficient in cultivating students' English ability. Therefore, micro-lecture can play a very low role in developing all aspects of English ability. This also has a great impact on the effectiveness of English micro-lessons.
Third, the comprehensive nature of the English subject in secondary vocational schools emphasizes the emotional and textual resonance of students. The process of students learning English is also a complex process of processing texts, and this process needs guidance. However, the instruction given by the micro-lecture is generally very intuitive, which limits the students' imagination and the divergence of thinking to some extent. This is similar to the effect of watching movies and reading books. These two types of methods can obtain information and produce perceptions, but the differences are relatively large. To a certain extent, micro-lecture are like watching movies. Students simply watch them once and gain little.
These characteristics of secondary vocational English have limited the scope of the use of micro-lectures to a certain extent, affecting the effectiveness of English micro-lectures, and some contents cannot be effectively presented with the help of micro-lectures. Some obstacles have further affected the overall application effect.
4.2.3Limitations of Micro-lecture
In the current micro-lecture teaching of English, less than half of the teachers have adopted the method of micro-lecture teaching, and there are also different opinions on the importance of micro-lecture, and the level of cognition is not high. In contrast, in terms of the importance of cognitive micro-lectures, information technology and Chinese teachers have a higher level of cognition in this area, while English teachers lack of cognition in this aspect, which is also due to the nature of the curriculum itself. In the process of teaching, information technology is a course that uses computers as the basis for teaching. Information technology teachers pay more attention to technology-related content, and such teachers have information technology capabilities, which can better help them do their micro-lecture works, so these teachers have a deeper understanding of micro-lecture. Because Chinese is a comprehensive subject, using information technology can create a more effective and realistic environment to help teachers do better in teaching. Micro-lectures have advantages in this area. Therefore, Chinese teachers also have a good understanding of micro-lecture, and relatively speaking, English teachers have a lower level of cognition of micro-lecture.
Teachers should take the initiative to use micro-lecture to improve their teaching and education capabilities, keep pace with the development of the times, and meet the rigid requirements of the school. However, as far as the status quo is concerned, many teachers just use micro-lecture to meet the requirements of schools and education departments. Micro-lecture is a type of modern teaching resources, which is in line with the development trend of society. Only by actively learning micro-lecture, can teachers continue to improve their professional ability, continuously obtain development and meet the needs of the times.
Many front-line English teachers do not have a comprehensive and profound understanding of micro-lectures, and there are even misunderstandings. This has also affected the implementation of micro-lecture teaching in secondary vocational English, mainly reflected in the following aspects.
Firstly, some English teachers do not know what micro-lectures are and how to use them. In the detailed application and implementation stage, they will be very confused, which will affect the effectiveness of the application.
Secondly, some teachers have some understanding of micro-lectures to a certain extent, but have not produced a deep understanding, just some simple knowledge. The most obvious manifestation is that teachers focus more on their own energy and time in learning and using complex technology, and have little consideration in the adaptability of micro-lecture and teaching content, and have not paid much attention to the design teaching link. In fact, no matter how beautiful the technology is, if it lacks substance, it is all empty talk. In the process of implementing micro-lectures, although technology is also very important, it is just a type of medium used to spread knowledge. Any kind of auxiliary teaching method, even if its technology is very complicated, its form cannot be higher than the content.
Thirdly, there are still some teachers who cannot get rid of the old ideas. They think that the traditional video lessons are equivalent to micro-lectures, but they are compressed in terms of time, and still use cameras to record in terms of form. For teaching method, the author use the way of PPT speech to achieve teaching. This type of teaching method has long been used in the teaching process. It is not micro-lecture teaching, and it is difficult for students to have a high degree of interest in this.
Fourthly, many English teachers are not very interested in micro-lectures today. They are not willing to study micro-lectures themselves, or have not produced micro-lectures that suit their own teaching needs and do not have the ability of arranging micro-lecture teaching reasonably. All this part of the subjective factors will have a great impact on the effectiveness of micro-lectures. Therefore, teachers themselves need to change their attitude to micro-lecture, increase their interest in using micro-lecture, understand micro-lecture actively and actively, improve their ability to design and produce micro-lecture, try to use micro-lecture in their daily English teaching process and then continue to improve their ability to teach micro-lectures.
In addition, some teachers feel that classroom teaching should be the norm for micro-lecture, but we have obtained different views from students. Many students feel that teachers themselves can appear in the classroom teaching process, which the face-to-face interactions can be better achieved. Then why do we record additional micro-lecture for students? The students proposed that if it is not the difficulty and key issues of the course, students can solve the problems by looking through the materials themselves, basically without presenting them in the way of micro-lectures.
Therefore, English teachers are more one-sided in understanding micro-lecture, which has affected the effectiveness of English micro-lecture to a certain extent.
4.2.4Lack of Development Resources
In the process of using micro-lecture for English teaching, the resources available on the micro-lecture platform can have an effect on the use of micro-lecture. The society has gradually begun to pay attention to micro-lecture. There are also many English platforms available online for teachers and students, and they have many micro-lecture resources. However, because micro-lecture is still in its infancy, many micro-lecture resources do not have high quality and cannot meet the requirements of teaching. In addition, when building most micro-lecture platforms, they have not been fully constructed, and all functions are still incomplete, which makes it very difficult for English teachers to find micro-lecture resources suitable for their own teaching, which greatly affects In this way, teachers' emotions in using micro-lectures are reduced and their enthusiasm is reduced. In addition, some teachers find it difficult to find micro-lecture resources suitable for their own teaching content. Their enthusiasm for using micro-lecture has been hit. The implementation of the class was not realized. Therefore, this requires the society to pay attention to building a micro-lecture platform, continuously improve the resource base of micro-lectures, build and improve the functions of the platform, provide more micro-lecture resources to users, and provide simpler query retrieval methods.
Firstly, the lack of development resources is also one of the key reasons for the low utilization of micro-lectures. Although the area where X Vocational School is located actively organizes various micro-lecture competitions and provides a certain amount of micro-lecture resources to teachers, the total number and type of resources provided still cannot meet the needs of teachers' micro-lecture teaching. And in this process, it is pertinent to form a series of micro-lecture resources, and there are cases of repeated development of works. The micro-lecture resources of various competitions are affected by the version of the textbooks, and there is a large gap in content. It is difficult for teachers to find the finished micro-lectures that are suitable for their needs and are suitable for the teaching content. The content presented in many micro-lecture competitions is not the difficulty and focus of the course, and it has no effect on stimulating students' interest. Therefore, it can be used to participate in the competition, even the award-winning micro-lecture works may not be suitable for teaching. Teachers cannot directly use ready-made works, which will inevitably affect the application of micro-lecture.
Secondly, according to relevant surveys, X Secondary Vocational School does not have a database of English micro-lessons. Teachers who want to apply this type of teaching method to the teaching process need to make micro-lessons themselves. However, English teachers are all in the liberal arts and cannot master such complex technologies well; if relevant technical personnel are invited to help with production, the latter is relatively unfamiliar with the English subject and cannot achieve a thorough understanding. In a short period of time, such contradictions are difficult to reconcile, resulting in difficulties in the production of micro-lessons.
Thirdly, in the micro-lecture teaching of English, there is a lack of typical micro-lecture teaching models corresponding to it. China is still in its infancy in the development of micro-lecture. Teachers have not developed a sufficient understanding of micro-lecture. At the same time, English teachers lack the ability to use micro-lecture to carry on reasonable teaching. In the process of using micro-lecture, the application of micro-lectures has been greatly affected because teachers lack of a micro-lecture teaching model. Therefore, in order to promote the use of micro-lecture in secondary vocational English teaching, it is very important to provide a reference application model.
Finally, there is a lack of the correct understanding of the value of micro-lecture. At present, many teachers feel that micro-lecture does not have a high price-performance ratio, and teachers are unwilling to spend a long time to develop and construct micro-lecture resources. It usually takes a few days for a teacher to produce a micro-lecture with a length of ten minutes. Although the teacher spent a lot of energy and time in making the micro-lecture, it is difficult for teachers to guarantee the quality of micro-lectures and to achieve the expected results due to the limitation of the technical level and the deviation of understanding. Therefore, many front-line teachers are more willing to spend time in traditional lesson preparation and classroom teaching.
Based on the above analysis, the use of micro-lectures in the process of English teaching in secondary vocational schools can improve teaching efficiency. However, there are still a large number of English teachers who are weak in understanding micro-lecture and whose ability of using micro-lectures needs to strengthen. Therefore, teachers themselves, schools and society all should pay attention to micro-lecture and promote the use of micro-lecture in secondary English classrooms. In terms of society, we need to strengthen the platform resources for building micro-lectures, improve the functions of micro-lectures, and enrich the resources of micro-lectures. On the school side, we need to focus on building an environment for applying micro-lectures, arrange English teachers to participate in the training of micro-lecture production, strengthen the construction of micro-lecture teams, provide appropriate incentives to teachers, and actively build a unique micro-lecture resource center on campus. Teachers should take the initiative to deeply understand micro-lecture, improve their ability to design micro-lecture, and try to use micro-lecture in the usual teaching process, and continuously improve the ability to use micro-lecture teaching.
Chapter Five Conclusion
5.1 Major Findings
After using the micro-lecture teaching, the author found that micro-lecture teaching can improve students' English performance in secondary vocational school. To be specific, the short and concise content of the micro-lecture stimulated students' interest in learning English. They were able to learn English more actively, actively construct the connection between their new and old knowledge and further improved the learning efficiency, so as to gain learning a sense of accomplishment.
Meanwhile, the level of students' understanding, interests in micro-lectures, students' frequency of using micro-lectures after class and the frequency of teachers using micro-classes in class have a great effect on micro-lectures in secondary vocational English teaching. With the use of micro-lecture teaching, the roles of teachers and students have changed significantly compared with before. Students have more opportunities and time to study independently and inquiringly after class and to some extent, become the main body of learning and the active builder of knowledge. Teachers return more of the teaching time in the classroom to students. In the classroom, teachers play the role of instructor, organizer and facilitator, do a good job of teaching analysis and evaluation, find problems in time and guide and inspire students to conduct independent exploration and solve problems. Through the comparative analysis of the results of the pre-test and post-test, the analysis of the questionnaire survey data of students and the interview data of teachers, the author found that the English performance of the experimental class students has been greatly improved. The cooperative learning atmosphere of students in the classroom is stronger, the awareness of cooperation is enhanced, and the ability of independent learning and cooperative learning has been improved to a certain extent.
However, in the process of implementing micro-lecture in secondary vocational English, there are problems of low application rate and poor effectiveness. There are many reasons, including the limitations of micro-lecture themselves, the limitations caused by the characteristics of the English discipline itself, the limitations of teachers in understanding micro-lecture, and insufficient resources for English micro-lecture. In-depth exploration and analysis of these reasons are very important to solve the difficulties facing micro-lecture teaching. Based on the analysis of the cause of the problem, the countermeasures are proposed based on the above, including breaking the limitations of micro-lecture; giving full play to the advantages of micro-lecture; reducing the characteristics of English subjects; making micro-lecture and English subjects better integrated; improving teachers and students' understanding of micro-lecture and helping teachers adopt the auxiliary teaching methods such as micro-lecture with an accurate attitude. In the process of practice, we attach importance to reflection and prevent blind follow-up. We will build and improve the micro-lecture system and standardize various micro-lecture competitions.
5.2Suggestions to Improve the Effect of English Micro-lectures
(1)Breaking the Limits
The limitations of micro-lecture itself have a decisive impact on the scope and prospects of applying micro-lecture to a certain extent, and have an impact on the effectiveness of micro-lecture. How to break the existing limitations, and then expand the scope of applied micro-lecture, so that it has a longer application prospect and exerts better effectiveness is a problem that needs to be solved urgently.
With the help of the foregoing analysis, we can see that the limitations of the micro-lessons are: the inability to effectively presents a lot of content in the English subject, and the lack of training in students' expression and appreciation; in the production process, it is necessary to use More complex technology; higher 52
requirements in terms of software and hardware. For these limitations, we can start with the following points to achieve a breakthrough.
Teachers need to continuously strengthen their own adaptability. In the process of making micro-lectures, teachers try hard and consciously to express the content contained in English subjects in different ways. Teachers can try various ways to break the limitations of video, inspire and guide students' visual and image intuitive feelings; second, simplify the technology of making micro-lectures as much as possible, making the difficulty of production as close as possible to the difficulty of making ordinary courseware. They need to take on a variety of responsibilities in teaching. It would be too harsh if they were required to become computer experts. Therefore, it is important to simplify the technology of making micro-lectures as much as possible and reduce the cost of recording micro-lecture.
In addition, the school can also provide teachers with technical guidance to help teachers by setting up a technical team, and to provide corresponding help when the latter encounters difficulties in making micro-lecture. In order to make teachers out of technical difficulties and concentrate on designing content, the micro-lecture itself needs to reduce the requirements on the equipment to prevent unnecessary burdens on students, teachers or learning. Teachers and parents also need to create a good micro-lecture environment for students when they use micro-lectures to ensure that they can smoothly learn the content of micro-lecture. After completing the micro-lecture, teachers should be able to use online communication platforms to answer questions raised by students within a certain period of time, to ensure the effective implementation of micro-lecture and to improve the effectiveness of micro-lecture teaching in this way.
(2)Combining English Subject and Micro-lecture
The subject nature and characteristics of English for secondary vocational schools have limited the scope of using English micro-lectures to a certain extent. This requires to make the most of what they have in the micro-lectures as much as possible and to break the restrictions in the process, to further promote the effective combination of the two.
Firstly, in the process of English teaching, micro-lecture is more suitable for presenting the basic knowledge of English subjects. Teachers can give full play to this advantage in the process and use the basic knowledge of English textbooks as the content of making micro-lecture. It is presented in a fun and high-quality way, which is convenient for students to watch in the process of autonomous learning. For example, English knowledge and reading methods can be made into micro-lecture to help students learn and understand relevant knowledge, thereby reducing the time spent in teaching this part ofthe classroom. Some English teachers of X Vocational School have prepared micro-lecture for phonetic picture books, reading and writing instructions in English units, and practiced the wisdom of English in the process of application. Students have gained a lot in an active learning atmosphere.
Secondly, it can play its role in cultivating English as much as possible in the micro-lecture. For example, teachers should cultivate students' communication and expression skills by using micro-lectures to create situational methods and inspiring students to speak their specific views on an event from different positions and perspectives, so as to better improve students' expression ability. In addition, the teachers have used the advantages of micro-lecture to have a lot of information, provided various types of text-related materials to students and used multimedia technology to enrich the way of presenting materials in the process of cultivating students' appreciation and reading ability. On this basis, students'interest in reading will be stimulated to further resonate with the emotions in the text and make the interpretation ofthe text more personalized.
Third, teachers should make full use of the powerful video functions of micro-lecture, collect rich micro-lecture materials, make micro-lecture with connotations and perfectly present the teaching content. By making high-quality micro-lecture, students are encouraged to think independently. They can further help students get closer to the work and understand the work more deeply.
There are many points of connection between English subjects and micro-lecture in secondary vocational schools. After fully understanding the characteristics and properties of English subjects, teachers carefully study the combination of the two. Various advantages come into play to maximize the effectiveness of micro-lecture teaching.
(3)Improving Awareness of Micro-lecture
Firstly, school leaders need to organize teachers on a regular basis, let the teachers of the school regularly learn new methods of auxiliary teaching, understand how to develop, design and use micro-lectures, figure out every link, further weigh the pros and cons, and know when micro-lecture teaching can be adopted Class implementation teaching. At the time of training, although the concept and design concept of training micro-lecture are indispensable, it is more important to teach teachers to develop and use micro-lectures, and detailed guidance is needed in this regard. In the training process, teachers should be trained how to make micro-lecture, which part micro-lecture should be used, how to design micro-lectures in specific teaching processes, etc.
Secondly, school leaders should reflect on regularly on the basis of training teachers. And they also need to clearly understand the pros and cons of using English micro-lectures. In the process of teaching, we need to try to measure the advantages and disadvantages of auxiliary teaching methods such as micro-lecture. In addition, based on the experience accumulated over many years of teaching, teachers accurately grasp the content suitable for use in the teaching of English micro-lectures, and produce these contents to display micro-lectures. They can also directly use excellent micro-lectures to reduce the cost of micro-lecture teaching themselves.
(4)Establishing a Sound System for Building Resource
The construction of resources cannot be done blindly. Before the construction, the overall planning must be implemented to establish an evaluation system. In addition, the goal of teaching should always be taken as the core when developing micro-lessons, emphasizing that content is more important than form.
At this stage, various schools are more dependent on various micro-lecture competitions in constructing micro-lecture resources. In the process of making micro-lectures, you can limit the scope and specify relevant knowledge points based on the actual English textbooks and standards proposed by the new curriculum. Teachers start designing and making micro-lecture according to the assigned knowledge points. Developing micro-lectures works in this way can not only maintain order, but also form its own system, which can be directly used in the future teaching process. In addition, various organizations that hold micro-lecture competitions can take the content of the English discipline as the core organization of micro-lecture competitions. In this way, they can build more systematic and more organized micro-lecture resources. In the current situation, in the process of using micro-lecture, teachers need to use multiple types of methods together, not only need to implement independent development for their own teaching content, but also need to learn from previous excellent micro-lecture works. In addition, we can further produce better micro-lecture works through collaboration with other teachers. In terms of schools, experts and teaching and research groups can be organized to produce and develop relevant English micro-lecture to enrich the schools' English micro-lecture resources and lay a solid foundation for teachers' future use.
5.3Limitations and Prospects
The experimental research time is relatively short, only one semester, and only one round of experiments, lack of further verification, the experimental results still need to be continuously tested in the future micro-class teaching. The research subject is limited to students in the class taught by the author. The insufficient number of experimental samples, combined with the collection of student questionnaires and the insufficient record of interviews with teachers, which makes this study having certain limitations. Each new teaching model needs to go through a process of recognition, acceptance and promotion. In the 1990s, the bud of micro-class appeared, and at the beginning of this century, micro-class was developed. At the present stage, micro-lecture is still in the stage of exploration and experiment. Educators, users and researchers all need to further improve their understanding of micro-lectures. In the process of in-depth understanding and application of micro-lecture theory, such teaching will also gradually integrate with various disciplines and provide more help to teachers and students, so that they can better realize teaching and learning and achieve better micro-lecture teaching effect.
As a new thing, the author is also trying for the first time in micro-lectures. The design, production and application of micro-classes need to be continuously improved and perfected. This article makes a preliminary study of English teaching in secondary vocational schools. Due to the limitation of abilities, it is relatively simple in analyzing many problems. There is still a lot of research space. The author hopes and expected that other English teachers can continue to carry out micro-lectures teaching research in breadth and depth, and verify and supplement the conclusions of this research.
The author can continue to pay attention to the topic in the future teaching and work process and further study on micro-lectures, trying to make a little contribution to the development of micro-lectures.
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