文献综述微课在小学英语课堂中的应用研究 ——以语法课堂为例.doc

文 献 综 述1.The understanding of Micro-teaching1.1 The concept of Micro-teachingThe relevant names of foreign Micro-teaching are Mini-Course, Micro-Learning, Micro-Lesson , Micro Lecture and so on. And the research orientation of Micro-teaching in different countries is not exactly the same.When referred to the Micro-teaching abroad, we have to mention Le Roy A. Mc Grew, a professor of University of Northern Iowa. His "60 second curriculum" proposed in 1993 (Le Roy A. Mc Grew, 1993) and the British Napier University’ s professor T. P. Kee’ s "One minute speech" were the prototype of Micro-teaching(T. P. Kee, 1995). David. Penrose in San Juan College of the state of New Mexico created Micro-teaching in 2008 , he combined the teaching content with the teaching goal in one minute by using teaching approach of constructivism. The teaching content is based on mobile learning and online learning, also known as the "knowledge pulse" to produce a new learning experience. He believes that "Micro-teaching take the constructivism as guiding ideology, take online learning or mobile learning as purpose, take a specific topic or key concept as the teaching content, record sixty seconds of course through the audio or video " ( Zhang Jingran, 2012).There are different interpretations of the concept of Micro-teaching in domestic researchers. Education Management Information Center of the Ministry of Education put forward that the Micro-teaching’ s full name is "micro video course" in September, 2012.It takes teaching video as the main presentation, is a organic combination of teaching process and related resources. However, some scholars equated Micro-teaching with micro curriculum, thought they were the same concept. For example, the “micro curriculum” (or “micro-teaching”), as mentioned by Li Jiahou, refers to a short course of less than 10 minutes, with a clear set of goals, aiming at a short and a little problem( Li Jiajou, 2013). Their main difference between them lies in whether regard the micro-teaching as a “teaching resources" or "curriculum". Jiao Jianli, however, believes that the micro-teaching is a kind of online teaching video which to explain a certain knowledge point, with a short rod online video as a form of expression, and take learning or teaching applications as its purpose( Jiao Jianli, 2013). He stressed that the performance of micro-teaching is online teaching video. Guangdong City, Foshan Province Bureau of Education Information Network Center teacher Hu Tiesheng proposed that micro-teaching can also called “micro curriculum”, it is an abbreviation of “micro video network course”. It is based on the micro teaching video as the main carrier, for a subject knowledge (such as: key, difficulty, test) or teaching (such as: learning activities, theme, experimental tasks) a scenario based design, new network curriculum resources to support a variety of learning styles ( Hu Tiesheng, 2013). For teachers, “micro-teaching” will reform the traditional way of teaching and research, breakthrough the traditional teachers’ class evaluation mode, electronic lesson preparation of teachers, resources and application of classroom teaching and after class reflection will have more pertinence and effectiveness, but also can take care of students differences in learning. The students, “micro class can better meet the students’ knowledge of different disciplines of personalized learning, on-demand selection learning, can not only check missing trap and consolidated knowledge, is an important supplement for traditional classroom learning course resource development.1.2 Characteristics of Micro-teaching (1) The learning process is shortAt the time of the study, the micro-teaching has benefits beyond the traditional classroom teaching. The traditional teaching time is about 45 minutes, while the micro-teaching is generally not more than 10 minutes. This is due to the learner’s attention span is generally short, follows the human attention to keep law and cognitive features of micro video design the best growth is about 3-6 minutes, generally not more than 10 minutes. Compared with the previous more than and 40 minutes of classroom teaching, micro-teaching helps to attract the attention of learners, in a relatively short period of time to learn efficiently complete the construction of knowledge learning activities. The arrangement is compact, the whole process of learning spent little time and effort, which can reduce the students’ learning pressure and burden. ( Wang Xiaodong, 2014)(2) Small capacityResource capacity is generally no more than tens of megabytes, with micro video as the main form, situational presentation, can be accessed through a variety of terminal, can realize mobile learning. An excerpt from a micro class theme or subject teaching, and short focus. Based on a reasonable design for knowledge content segmentation, reorganization let the students to reach the micro target small progress. (。