Abstract
With the rapid development of information technology, Micro-lecture was applied into higher education. This article attempts to study its application in College English Teaching in Mainland China by taking documentary research method through analyzing all the papers published about micro-lecture and College English teaching in CNKI (China National Knowledge Infrastructure). The data collected shows that micro-lectures were applied into College English teaching, and it is a critical point to select lecture’s content. Meanwhile, teachers’ role is changed with the emergence of Micro-lecture in College English teaching. Seemingly, this paper sheds light on a general study of micro-lecture in College English teaching for College English teachers and researchers and provides further improvement for College English teaching.
Highlights
Micro-lecture alternates with mini-course, micro-course, mini-lecture was proposed by David Penrose in 2008
Is there any difference in College English teaching like its teaching mode, content and even teachers’ role? This article tends to describe the general status of micro-lecture in College English teaching in Mainland China by combing the research contents of papers published in CNKI
After combing and classifying the research contents and methods in the 351 papers collected in CNKI, it is likely to find out that most of the papers deal with theoretical application of micro-lectures in College English instead of using them in practical College English teaching
Summary
Micro-lecture alternates with mini-course, micro-course, mini-lecture was proposed by David Penrose in 2008. Professor Zhang Yichun (2013) defined micro-lecture as a brief presentation of the whole process of teaching activity about certain knowledge points through meticulous informationalization instructional design to facilitate learners’ autonomous learning [4]. From their explanation, we can know that micro-lecture is not a concentration of the content in the traditional classroom, but the teacher decomposes teaching content, and reconstructs them according to knowledge inner link. Knowledge points’ videos are made with resources of teaching material, such as Power Point, exercises, to let students achieve personalized learning Such characteristics of micro-lecture meet the need of College English in Mainland China. Is there any difference in College English teaching like its teaching mode, content and even teachers’ role? This article tends to describe the general status of micro-lecture in College English teaching in Mainland China by combing the research contents of papers published in CNKI
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