Junior Middle School English Education and Teaching Practice Under the Micro-class Mode

Abstract

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.