本文是一篇教育论文，本文通过教学案例，分析了微视频在英语听力教学中的教学效果。最后，作者得出了一些基本结论。一方面，微视频的使用可以激发学生学习英语的兴趣。使枯燥的听力教学形象化，提高课堂效率。另一方面，适当的微视频也可以帮助学习语言知识点和预览。
Chapter One Introduction
1.1 The Background of the Study
As an essential component of language competence, language skills includelistening, speaking, reading, writing, and comprehensive application. "CurriculumStandards for Compulsory Education" (Ministry of Education, 2011) sets preciserequirements on the skills that students at each stage should master from four aspectsof listening, speaking, reading, and writing. Therefore, it is essential to carry outpractical teaching according to the curriculum's different standards and examinationrequirements. Moreover, middle school students could achieve the listening skillstarget for the "Curriculum Standards" requirements of the five-level standards, mainlyincluding the following: First, be able to understand the speaker's intention accordingto the intonation and stress; Second, be able to listen to conversations about familiartopics and draw information and ideas from them; Third, be able to use context toovercome language barriers and understand the main idea; Fourth, be able tounderstand the story and narration, and understand the cause and effect of the story;Fifth, be able to respond in appropriate ways during listening; Sixth, be able to recordsimple information for the content of the listening paragraph. As a second foreignlanguage, the most significant difficulty for middle school students in learningEnglish is the lack of context, especially the lack of resources and environment inEnglish listening teaching.
It states clearly in the curriculum standards that teachers must create multiplelanguage scenarios for students, which are as close to real-life as possible. Inparticipating in teaching activities, students can learn and apply knowledge step bystep. The ultimate goal of language learning is to make it a tool of communication.The author believes that micro-video teaching resources can enrich teaching andimprove the teaching efficiency of middle school English listening class. At present,Network technology and multimedia technology are new forms of communication,which have a profound impact on thinking and learning. More and more modernteaching methods have been incorporated into traditional classroom teaching andstudents' independent learning.
1.2 The Purpose of the Study
How to help middle school English teachers improve the quality of listeningclass teaching and stimulate students' learning enthusiasm are the current challengesfacing teachers. Given the traditional teacher-centered teaching, students' passiveacceptance of knowledge and the exam-oriented education in middle school Englishlistening teaching, this study attempts to apply micro-video teaching resources tomiddle school English listening class teaching and makes full use of its short time,striking characteristics to provide new ideas and inject new vitality. The author tries tocarry out experimental research and draws clear conclusions on the following twoquestions:
(1) Can micro-videos help students improve their listening ability in middleschool English listening classes?
(2) Can micro-video stimulate students' learning enthusiasm?
To provide a valuable reference for middle school English teachers to usemicro-video teaching resources in listening teaching, this study adopted theexperimental method to achieve two research questions. A comparative teachingexperiment was carried out on two parallel classes for four months. Micro-videoteaching resources and students' learning interest are the mediating factors ofclassroom teaching. Meanwhile, through the case study of micro-video teachingresources in the teaching process, the practical value of micro-video teachingresources in middle school English listening class teaching is verified. This studyaims to promote the application of micro-video teaching resources in middle schoolEnglish listening classes and provide help for middle school English teachers'teaching.
Chapter Two Literature Review
2.1 Theoretical Basis of the Study
Through the analysis of relevant data, the author found that there are fourtheories and research closely related. They are Micro-learning Theory, Audio-visualEducation Theory, Constructivism Learning theory, and the Zone of ProximalDevelopment Theory. Micro-learning theory and Audio-visual Education Theoryprovide support for the application of micro-video in teaching, and ConstructivismLearning Theory and the Zone of Proximal Development Theory provide the teachingdesign basis for this study. These theories can also be used for reference ineducational reform.
2.1.1 Micro-Learning Theory
In 2004, Austrian scientist Lindner first proposed micro-learning. However, theconcept of micro-learning has not been clearly defined. While introducing foreignconcepts, domestic scholars add local understanding to define the concept and studythe characteristics of micro-learning or the "micro" of micro-learning. Starting fromthe superior concept of "micro-learning", Su Xiaobing(2014) studied and summarizedmany concepts such as micro-lesson, micro-course, micro-lesson, micro-video, andmicro-content together. Xu Qiujun (2017) believed that the characteristics ofmicro-learning can be summarized as short time, fragmented content, personalizedlearning, and multi-media.
2.2 Study on Micro-video Listening Teaching at Abroad
Foreign research on micro video is relatively early and mature. The initialresearch on micro-video mainly focused on the field of communication. They focuson the interactivity and entertainment of micro-videos. YouTube is the best exampleof micro video. YouTube, the world's first micro-video site, was founded in 2005 bythree employees of eB ay's online payments division. Micro-video originated from thiswebsite (Li, 2016). MIT (Massachusetts Institute of Technology) then worked withYouTube to upload some of its best educational videos, making them available tomany people and driving traffic to the site. It has attracted more and more attention,laying a solid foundation for the development of micro-video in education andteaching (Li, 2014). In 2007, Khan, a Bangladeshi American, founded khan Academy,a nonprofit educational institution. It is a comprehensive, free, online intelligenttracking video learning platform. In the United States, Khan Academy works with many schools, and students often use it to study. The actual data of Khan Academyalso shows that the learning effect based on micro-video teaching resources is betterthan traditional learning. Ted-Ed is a new YouTube channel launched by TED.Ted-Ed's micro-videos have attracted hundreds of millions of views around the world.Ted-Ed breaks new ground by combining lessons with videos, interactive Q&A andmore. In many places, teachers can edit videos at will on the TED-Ed platform, whichhas played a positive role in increasing interest and enthusiasm for learning. Theunique feature of the channel's micro video is that it covers the explanation of thecorresponding course, involves the background of the content and informs thelearning objectives in advance. The progress of TED-Ed has promoted thedevelopment of micro-video and provided a good reference for the application ofmicro-video in the field of education (Lu, 2014). In foreign countries, some scientistshave systematically studied and used micro-video for teaching. These studies providethe way and development direction for the modernization of education and teaching.At the same time, they will push for reform of teaching methods. Through the analysisof the current situation of foreign micro-video, micro-video has the advantages ofsimple operation, strong pertinence and reappearance of context, which providesconvenience for the application of micro-video in teaching. They mainly presentteaching situations in the form of short videos.
Chapter Three Research Design.............................14
3.1 Research Questions............................................ 14
3.2 Research Subjects....................................15
Chapter Four Results and Discussion........................... 28
4.1 Results and Discussion of the Questionnaires............................. 28
4.2 Results and Discussion of the Test..................................31
Chapter Five Conclusion..........................................40
5.1 Major Findings of the Study.................................... 40
5.2 Limitations of the Study......................................41
Chapter Four Results and Discussion
4.1 Results and Discussion of the Questionnaires
Chapter Four mainly contains the research results and data analysis. Through theinterview and listening appraisal, the writer describes the efficiency of micro-videoteaching resources. Besides, the writer analyzes and explores an efficient Englishlistening teaching mode. With the data collection and data analysis, the researchresults are scientific. They contribute to the application of micro-video teachingresources to English listening teaching in middle schools.
At the beginning of the study, 102 questionnaires were given to students in boththe control and experimental classes. The pre-test questionnaire is similar to thepost-test questionnaire. The main purpose is to test the second hypothesis: microvideos can enhance students' interest in learning. To a certain extent, the questionnairetest also helps researchers to recognize the problems and difficulties existing instudents' listening learning, find out students' needs, and better carry out listeningteaching.
Before issuing the questionnaire, the reliability and validity of the questionnairesurvey should be checked to test the relevance and credibility of the questions in thequestionnaire. According to the analysis data, it is shown as follows:
Chapter Five Conclusion
5.1 Major Findings of the Study
Based on micro-learning theory and audiovisual theory, this study collectedrelevant data of micro-video at home and abroad. It can be seen that micro-video hasresearch value and practical significance. Then combined with the actual teachingexperience, this paper discusses the influence of micro-video teaching resources onmiddle school English teaching. Through research, the author has proved thatmicro-video has a positive and significant impact on students' listening level. After theapplication of micro-video teaching resources in middle school English listeningteaching, students' listening ability has been improved to a certain extent. The essenceof this paper is to discuss how to ensure the reasonable and efficient use ofmicro-video. The author selects the Section A in unit 6 of "I'm going to StudyComputer Science" in the first volume of the eighth grade English textbook of PepEdition. The main content of the study is two sentence patterns, including "What doyou ant to be when you grow up?" And "How are you going to do that?". Throughteaching cases, this paper analyzes the teaching effect of micro-video in Englishlistening teaching. Finally, the author comes to some basic conclusions. On the onehand, the use of micro-video can stimulate students' interest in learning English. Makethe boring listening teaching visualized, improve the efficiency of the class. On theother hand, appropriate micro video can also help to learn language knowledge pointsand preview. Most students hope to learn English by watching micro-videos, somicro-videos as classroom teaching resources are a popular means of Englishlistening teaching. Based on these findings, the authors attempt to explore a simplemode of applying micro-video teaching resources to English teaching by combiningtraditional listening teaching mode. Teachers can not completely get rid of the traditional English listening teaching mode, in order to ensure the effectiveness ofmiddle school English listening teaching. The innovation of this research is mainlyreflected in the following three aspects: first, it adapts to the development trend ofminiaturization, personalization and interactivity of teaching resources. This study isbased on the psychological characteristics of middle school students and the law ofEnglish learning. Secondly, in view of the existing problems in English listeningteaching, this paper conducts an empirical research on the application mode ofmicro-video in English listening teaching.
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