International Journal of Frontiers in Sociology, 2021, 3(1); doi: 10.25236/IJFS.2021.030114.
Yanning Xu
Changchun NO.15 Middle School, Changchun, China
In the traditional English classroom teaching process, we are used to treating teachers as the center of classroom activities, so that teachers can play a leading role in the teaching process. Its disadvantage is that it is easy to ignore the initiative of students, limit the creativity and imagination of students, and cannot teach students in accordance with their aptitude. In order to study the improvement of students’ learning enthusiasm and teachers’ teaching efficiency to the greatest extent under junior high school English education and teaching, based on the micro-class model, this paper uses example analysis and questionnaire survey methods to collect data from five middle schools in the city. The English education and teaching practice system. The experimental results prove that in the micro-class mode, the students' understanding of the knowledge learned is about 50% higher than that in the traditional mode. In the after-class test, the scores far exceed those of the students in the traditional curriculum. Teachers have an effect on this teaching mode. Satisfaction is also above 80%, which is much higher than the traditional teaching model. This shows that the junior high school English teaching model based on micro-classes is more conducive to students' integration of knowledge, and also conducive to improving students' learning experience and promoting their generative cognition.
Micro-class Mode, English Education, Multimedia Teaching, Teaching Practice
Yanning Xu. Junior Middle School English Education and Teaching Practice Under the Micro-class Mode. International Journal of Frontiers in Sociology (2021), Vol. 3, Issue 1: 112-119. https://doi.org/10.25236/IJFS.2021.030114.
[1] Guo Ping. Make use of micro-classes to make junior high school English teaching more exciting[J]. Emotion Reader, 2020, No.419(11):81-81.
[2] Ling Xiangchun. Design and Implementation of Project-Based Collaborative Learning in a Micro-lesson[J]. Overseas English, 2020, No.417(05):273-274.
[3] Griffiths, Jo. Bridging the school placement gap with peer micro-teaching lesson study[J]. International Journal for Lesson & Learning Studies, 2016, 5(3):227-238.
[4] Sekhar G R, Chakravorty S. TESL/TEFL: Teaching english as a second or foreign language[J]. ACADEMICIA An International Multidisciplinary Research Journal, 2017, 7(4):154-155.
[5] Md Y M, Hadi S, Mahdi A. EFL Teachers' Cognition of Teaching English Pronunciation Techniques: A Mixed-Method Approach[J]. English Language Teaching, 2016, 9(2):20.
[6] Al-Qallaf C L, Al-Mutairi A S R. Digital literacy and digital content supports learning: The impact of blogs on teaching English as a foreign language[J]. Electronic Library, 2016, 34(3):522-547.
[7] Tanduklangi A, Lio A, Alberth. Classroom Action Research in Teaching English for Senior High School Students through Blended Learning in Kendari of Indonesia[J]. Journal of E-Learning and Knowledge Society, 2019, 15(1):169-182.
[8] Aniuranti A, Suwartono T. Teaching English allomorphs through 'Harry Potter and the Chamber of Secret' movie[J]. EduLite Journal of English Education Literature and Culture, 2020, 5(2):192-201.
[9] Shashaa I, Taher B B A, Thompson J. The Benefits of Continuing Teaching English Remotely at the German Jordanian University after Covid-19 Pandemic[J]. Universal Journal of Educational Research, 2020, 8(12):6844-6852.
[10] Laíra de Cássia Barros Ferreira Maldaner, Barbosa M N, Barbosa S M A D. Teaching English As A Foreign Language In A Brazilian Public School In Balsas (Ma) Through Collaborative Activities[J]. EntreLetras, 2019, 10(1):136-148.
[11] Alvi A H, Alvi R. Text, Reader & Pedagogy: A Reflection Upon Teaching English Poetry to EFL Female Students at a Saudi Arabian University[J]. Arab World English Journal, 2019(1):154-169.
[12] Nurhayati D A W. Students' Perspective on Innovative Teaching Model Using Edmodo in Teaching English Phonology: A Virtual Class Development[J]. DINAMIKA ILMU, 2019, 19(1):13-35.