On English Majors Microlecturebased TeachingWord格式文档下载.docx

On English Majors Microlecturebased TeachingWord格式文档下载.docx

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EnglishMajors’Teaching;

Advantages;

Disadvantages

基于微课理念的英语专业教学研究

摘要

近几年微课教学因其便利方面而受到越来越多人的青睐。

微课教学不同于传统教学，它方便学生学习，内容简短，方便快捷，因而它比传统的老师站在讲台上面对学生讲课有许多优势。

微课教学在英语专业教学中有更明显的优势。

一方面，微课教学有利于老师提高他们的教学方法，拓宽视野；

另一方面，微课教学有利于英语专业学生节省学习时间，提高对英语学习的兴趣和热情。

然而，这种基础英语专业的微课教学方法仍然存在一些问题。

这篇论文旨在研究如何更好地提高往后的英语专业微课教学，让英语专业的学生从微课教学中受益更多。

本篇论文主要包含六个部分。

第一部分介绍微课的背景知识和本次课题研究的意义。

第二部分简短介绍微课概念，微课发展，微课教学的概念以及基于微课理念的英语专业教学原因。

第三部分是基于微课理念的英语专业教学，老师和学生应该遵循的步骤。

第四部分描述基于微课理念的英语专业教学的优缺点。

第五部分为基于微课理念的英语专业教学提出意见。

第六部分是全文的总结。

关键词：

微课教学；

英语专业教学；

优势；

不足

1Introduction

Withthereformintheteachingfield,manyexpertsproposeEnglishmajors’Microlecture-basedteaching.Inordertohaveabetterunderstandingofthemicrolecture-basedteachingmethodandtoknowwhetherthisteachingmethodiseffectiveinEnglishmajors’teaching,itisbettertoknowbackgroundinformationandtomakesuretheresearchissignificant.

1.1BackgroundInformation

ProfessorLeRoyA.McGrewfromtheNetherlandsputforward60-SecondCoursein1993andProfessorT.P.KeefromtheEnglandputforwardTheOneMinuteLecture（Shieh,2009:

55）.60-SecondCourseincludesthreeparts,thatis:

tointroducetheconcept,toexplainandtouseexamplesconnectingwithlivestosupporttheconcept.Afterthat,theideaof“microlecture”wasfirstproposedbyAmericaninstructionaldesignerMr.DavidPenrosein2008.Thisideawassoonputinpracticeandgainedsomesuccess.Microlecturelessonsareshortinitscontentandtheyarealwaysrestrainedtobearoundoneminute;

therefore,Mr.DavidPenroseisalwayscalled“theprofessorofoneminute”.Aftertheintroductionofmicrolecture-basedteachingtoChina,alotofChinesescholarsstarttoresearchthemicrolectureandtousemicrolecture-basedteachingintheirteaching.

1.2SignificanceoftheResearch

Nowadays,therearemanyscholarstryingtofindnewmethodsofteaching.Afterapplyingmicrolectureinteaching,therearemanyadvantagesandbenefits（Morris,2009:

67-88）.Teacherscanchangetheirteachingmethods,improvetheirworkingefficiency.Therearealsomanyadvantagesforstudents.Studentscanlearnatanytime;

theycanchangetheirviewswithothersviatheInternetafterwatchingthemicrolecture;

theycanalsoreviewmanytimesiftheyhavedifficultiesofcertaincontent.Basedonsomeadvantagesofmicrolecture-basedteaching,therearestillmanyproblemsofthiskingofteaching.ForEnglishmajors,theapplyingofmicrolecture-basedteachinghasnecessaryandimportance.

However,theresearchesofmicrolecture-basedteachinginEnglishmajorsbysomescholarsstillhavesomedeficiency.Previousresearcherspaidmoreattentiononlearningtheories.What’smore,thoseresearchersfocusedmoreonothersubjects’microlecture-basedteaching,suchasscience,Englishormath,ratherthanonEnglishmajors’microlecture-basedteaching（Morris,2009:

30-35）.Therefore,inordertobenefitEnglishmajorsmorefrommicrolectureteaching,itismeaningfultoresearchtheEnglishmajors’microlecture-basedteaching.

2ABriefIntroductionofMicrolecture

Thispartstudiestheconceptandthedevelopmentofmicrolecture,andthereasonsforthemicrolecture-basedteachingforEnglishmajors.

2.1TheConceptoftheMicrolecture

Thetermmicrolecturedoesnotrefertomicrocontentformicrolearning,buttoactualinstructionalcontentthatisformattedforonlineandmobilelearnusingaconstructivistapproach.Morespecifically,asProfessorLeRoyA.McgrewfromtheNetherlandsputforward60-secondcoursein1993,theseareapproximately60secondpresentationswithaspecificstructure（胡铁生,2011:

51-55）.

Theideaof“microlecture”wasfirstproposedbyAmericaninstructionaldesignerMrDavidPenrosein2008（胡铁生,2011:

61-65）.Mr.DavidPenrose,theDirectorofAcademicTechnologyatAntiochUniversity,ofSunGardHigherEducationhasarticulatedtheprocessforcreatingthesemicrolecture.Asstated（Shieh,2009:

23-27）,thesespecificlecturesarecombinedwithspecificactivitiesdesignedtopromotetheengagementofthelearner.

2.2TheDevelopmentofMicrolecture

Theideaof“microlecture”wasfirstproposedbyAmericaninstructionaldesignerMrDavidPenrosein2008.IntheUnitedStates,microlecture-basedteachingisconsistedwithavitalpartofthePandemicResponsePlans.Additionally,evenscholarsatschoolslikePrincetonUniversity,supporttheimportanceofaninnovativeteaching-learningapproachforlearnersinthe21stcentury（Shea,2008:

52）.Aftertheintroductionofmicrolecture-basedteachingtoChina,alotofChinesescholarsstarttodevotetoresearchingthemicrolecturetheoryintheactualteaching.InChina,microlecturegetsthroughfrominfancytoadultalthoughitstillhasmanyshortcomings.Inthepast3yearsinChina,theapplicationofmicro-lecturederivesfromtheecologicaldevelopmenttoresourcesexploration,thentopracticeapplication（Shea,2008:

66-68）.Especiallyinrecentyears,microlecture-basedteachinghasbeenusedwidespreadineducationanditalsohasbeendiscoveredbymanyscholars.

2.3TheConceptofMicrolecture-basedTeaching

Microlecture-basedteachinghasbeenimplementedbyteachersinmodernteaching.Microlecture-basedteachingrequiresteacherstousemodernmachinessuchasvideos,computers,projectorstogivetheirlessons.Teachersoftencuttheirlessonfromonetotenminutesandaftertheirlesson,thentheywilluploadtheirlessonstotheInternetforstudentstolearn（ShiehD,2009:

55）.Microlecture-basedteachinghasbeenusedwidespreadinAmericanorintheEuropeanforitsconvenienceanditisalsousedbyothercountriessuchasChinaorJapan.Microlecture-basedteachingfocusonspeedandefficiency.

2.4TheReasonsfortheMicrolecture-basedTeachingforEnglishMajors

Nowadays,therearemoreandmorepeopleclaimingreformsineducation,especiallythechangeofteachingmethods.Intraditionalteaching,teachersgivelessonsinfrontofstudentsandthelessonsoftenlastaroundfortyminutes.Studentsmayfeelorhavedifficultyunderstandingallcontent.WhereasinMicrolecture-basedteaching,teacherssimplifytheirlessonsinonetotenminutes,andteachersuploadthelessonstotheInternetforstudentstodownloadtolearn.Ifstudentshavedifficultyunderstandingsomecontent,theycanlearnvideoslater,whichwillbenefitEnglishmajorsmorewhiletraditionalteachingcannotdo.

Atthesametine,therearesomeproblemsinEnglishmajors’teaching.MostEnglishmajorsjustgetdifferentsubjectsorlessonsinclasses.Thosestudentslackenoughskillsofcomputers;

fewofthemreallyhaveinterestintheirlearning;

studentslackenoughchancestochangeviewsoflearningwithteachers.Therefore,itisnecessaryforEnglishmajors’teacherstocatchonthetendencytousemicrolecture-basedteachinginordertoovercomeitsteachingshortcomingsandtohelpstudentstolearnbetter.

3ProcedurestoConducttheMicrolecture-basedTeachingforEnglishMajors

Inordertorealizetheeffectivenessofmicrolecture-basedteaching,itisnecessaryforteacherstofindsomeprocedurestogivelessons;

itisalsonecessaryforstudentstoobeycertainprocedurestolearnbetter.

3.1TheProceduresFollowedbyTeachersintheMicrolecture-BasedTeachingforEnglishMajors

Undermicrolecture-basedteaching,teachersshouldobeycertainprocedurestogivelessonsinsteadofusingtraditionalEnglishteachingmethod-togivelessonstostudentsbystandingontheplatforminfrontofstudents.Theseproceduresinclude:

toselectrelatedandappropriatetopics;

toanalyzethetopics;

tomakegoodpreparationfortopics;

toupdatevideos;

tomakeassignmentsforstudentsaftertheirteaching.Inthefollowingpassage,itisgoingtotakeEnglishmajors’subjectInterpretingSkillsasanexampletoexplaintheproceduresfollowedbyteachersintheteachingofEnglishmajors.

3.1.1ToSelectRelatedandAppropriateTopics

Microlecturerequiresteacherstoselecttherelatedandappropriatetopics.IfteacherswanttogivemicrolecturetoEnglishmajors,theyneedtopaymoreattentiontotopics.Beforegivi