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微课作为一种新型的教学资源,被普遍应用于大学英语教学中,不断开拓大学英语教学的新模式。笔者在将微课应用于高校英语课堂的实践中发现,不是所有的教学知识点都可以以微课的形式展现。大学英语内容中如何确定微课应用的知识点,有一定的章法可寻。若知识点选取不合适,不仅不会促进学生对知识的掌握,还会引起学生的反感,阻碍其学习。本文基于大学英语微课教学的应用实践,通过微课内容的实例分析,总结出适合使用微课教学的大学英语教学内容,为高校英语教师今后的微课教学提供决策支持和建议帮助。
Micro-class as a new type of teaching resources, is widely used in college English teaching, and constantly open up a new model of college English teaching. The author of the micro-class applied to the practice of college English classroom found that not all of the teaching points of knowledge can be micro-class form to show. How to determine the knowledge of micro-class applications in college English content, there is a certain chapter can be found. If the inappropriate selection of knowledge points, not only will not promote students to master the knowledge, but also cause the student’s objection, hinder their learning. Based on the practical application of micro-English teaching in college English, this article summarizes the content of college English teaching that is suitable for micro-teaching through the case analysis of micro-class content, and provides decision-making support and suggestions for the future micro-teaching of college English teachers.