微讲座在高中英语阅读教学中的应用

页吉林外国语大学毕业论文用纸TheApplicationofMicro-lectureinEnglishReadingTeachinginSeniorHighSchoolIntroductionEnglishisaveryimportantcourseinhighschool.TheteachingqualityandlearningeffectofEnglishdirectlyaffectthetotalscoreofstudentsintheroutineexam,eventheresultofcollegeentranceexamination.HighschoolEnglishcurriculumreformhasbeenimplementedformanyyears,butthetraditionalteachingmodeisstillthemainteachingmode,inwhichstudents'participationandenthusiasmarenotideal.Inordertoimprovethissituation,manyhighschoolclassroomshaveintroducedmicrocoursesintoteaching.So,whatisthefunctionofthisteachingmodeinEnglishreadingteaching?Isitpossibletoimproveitsteachingquality?Inotherwords,canEnglishreadingteachingadoptmicro-lectureteachingmodetoachieveeffectiveteaching?Thisisanimportantissueworthstudying.Thispaperdeeplyanalyzesthecharacteristicsandadvantagesofmicroclass,anditsroleinimprovingthetraditionalteachingmodeaccompaniedbygivingaclearcaseanditsteachingeffectinvestigation,hopingthatmicro-lecturecanbemorewidelyusedinEnglishreadingteaching.I.Micro-lectureMicro-lectureservesforstudents'autonomousandfragmentedlearning,inabidtoformrelativelyfixedresourcesforstudents'autonomouslearning.Atthebeginning,italwaysputsthelearningautonomytogetherwiththepre-classpreviewtoencouragethestudentstolearnautonomously,soastoconcentratetheirtimeandenergyontheimportantanddifficultpointsthatstudentsneedtolearnduringclasstime.Butevenafterthenewteachingmethod,studentswillstillhave"knowledgeblindness"or"confusingpoints"inlearning.However,thelearningtimeinschoolislimited,andtheproblemsofeachstudentaredifferent.Ifjustdependingonteachers’crammingeducation,students'learningscopeandfocusarenotveryclear,thentheeffectofauxiliaryguidancewillbeunsatisfactory.Theconceptof"teachingstudentsaccordingtotheiraptitude"isverysimilarforpeople,andluckily,the"micro-lecture"resourcesonthenetworkplatformimpartsthepossibility.1.1TheConceptofMicro-lectureTheso-calledmicro-lecturereferstothattheteacherusesadvancedscienceandtechnologytomakethekeycontentintheteachingintoasmallvideoofabout10minutesintheformofvideorecording.IntheEnglishclass,throughmultimedia,thekeyanddifficultknowledgecanbeexplainedtostudents,andstudentscanalsousethemicro-lectureforindependentpreviewandknowledgeconsolidationreview.Theintroductionofmicro-lectureintoEnglishclassroomteachingnotonlyaffordtoimprovetheefficiencyofclassroomteaching,butalsoenhancestudents'masteryofEnglishknowledgeandensuretheefficiencyofEnglishteaching.1.2TheFeaturesofMicro-lecture(1)Shortteachingtime:teachingvideoisthecorepartofmicro-lecture.Accordingtothecognitivecharacteristicsandlearningrulesofmiddlehighschoolstudentsaswellasthelengthofarticles,thedurationof"micro-lecture"isgenerallyabout10-15minutes,andthemaximumshouldnotexceed10minutes.Therefore,comparedwiththetraditional40-or45-minuteteachinglesson,"micro-lecture"canbecalled"lessonsegment"or"microlesson".(2)Thelessteachingcontent:comparedwiththebroadertraditionalclassroom,"micro-lecture"ismoresuitablefortheneedsofteachersbecauseofitsproblemaggregationandprominenttheme:"micro-lecture"ismainlytohighlighttheteachingofacertainsubjectknowledgepoint(suchasthekey,difficultanddoubtfulpointsintheteaching),ortoreflecttheteachingandlearningactivitiesofacertainteachinglinkandteachingthemeintheclassroom."Micro-lecture"contentismoreconcise,whilethetraditionaloneclassneedstocompletealotofcomplexteachingcontent,andthat’swhyitcanalsobecalled"microcourse".(3)Smallresourcecapacity:intermsofsize,thetotalcapacityof"microclass"videoandsupportingauxiliaryresourcesisgenerallyabouttensofmegabytes,andthevideoformatmustbeastreamingmediaformat(suchasRM,WMV,flv,etc.)thatsupportsonlinenetworkplayback.Teachersandstudentscansmoothlywatchlessonsonline,viewteachingplans,coursewareandotherauxiliaryresources,andcanalsodownloadandsavethemtoterminalequipmentflexiblyandconveniently（Suchaslaptop,mobilephone,MP4)toachievemobilelearning,"UbiquitousLearning",whichisverysuitableforteachers'observation,evaluation,reflectionandresearch.(4)"Situational"resourcecomposition/structure/composition:convenientuseofresources.Theteachingcontentof"micro-lecture"generallyrequiresprominenttheme,cleardirectionandtoberelativelycomplete.Itintegratesteachingdesign(includingteachingplanorlearningplan),multimediamaterialsandcoursewareusedinclassroomteaching,teacher'steachingreflectionafterclass,student'sfeedbackandsubjectexpert'scommentsonwordsandotherrelatedteachingresourceswithteachingvideoclipsasthemainline.Allofthesefinallyforma"resourcepackageofthemeunit"withdistinctthemes,diversetypesandcompactstructure,creatingareal"microteachingresourceenvironment".Thismakes"micro-lecture"resourceshavethecharacteristicsofvideoteachingcases.Inthisreal,concreteandtypicalcase-basedteachingandlearningsituation,teachersandstudentscaneasilyrealizethelearningof"implicitknowledge","tacitknowledge"andotherhigh-levelthinkingabilities,andrealizetheimitation,transferandpromotionofteachingconcepts,skillsandstyles,soastorapidlyimprovetheclassroomteachinglevelofteachers,promotetheprofessionalgrowthofteachers,andimprovestudents'academiclevel.Asfarasschooleducationisconcerned,microlecturenotonlybecomeanimportanteducationalresourceforteachersandstudents,butalsoformthebasisofthereformofschooleducationandteachingmode.(5)Thethemeisoutstandingandthecontentisspecific.Formicro-lecture,acourseisasubject,oracourseisamatter;theproblemsstudiedcomefromthespecificissuesinthespecificpracticeofeducationandteaching:eitherlifethinking,orteachingreflection,ordifficultybreakthrough,orkeyemphasis,orlearningstrategies,teachingmethods,orteachingideasandotherspecific,realorself-problemsthatcanbesolvedwithpeers.(6)Thefeedbackistimelyandtargeted.Duetothe"nostudentclass"activityinashorttime,participantscanhearothers'evaluationoftheirteachingbehaviorintimeandgetfeedbackinformation.Comparedwiththenormalactivitiesofclassattendanceandevaluation,"peddlingnow"isreal-time.Becauseitisapre-class"preview"inthegroup,everyoneisallowedtoparticipate,learnfromeachother,helpeachotherandimprovetogether,whichtoacertainextentreducesthepsychologicalpressureofteachers.Inthiscontext,theydonotworryaboutthe"failure"ofteaching,anddonotworryabout"offendingpeople"becauseofevaluation.So,itwillbemoreobjectivethanthenormalevaluationforteachers.II.CurrentSituationofEnglishReadingTeachinginSeniorHighSchoolFormanyEnglishteachers,readingteachingisoftenequaltotheexplanationofreadingcomprehensiontestquestions.Influencedbythiskindofteachingthinking,students'dailyreadingpracticealsorevolvesaroundtheexercises.Againstthebackground,studentspaymoreattentiontothecorrectrateofanswertomultiplechoicequestions,andoftenneglecttheirpersonalexperienceandunderstandinginthereadingprocess.Eveniftherightanswerischosen,itdoesn'tnecessarilymeanthatstudentshavemasteredsomereadingmicroskills,whichislikelytohavetheelementofluck.Therefore,indailyteaching,teachersshouldattachenoughimportancetostudents'readinghabitsconsciously,findoutstudents'errorsinreadingcomprehension,andconducttargetedreadingcomprehensiontrainingthroughmicro-lecture.Teacherscaneasilypresenttheteachingcontentofvocabulary,phraseandlongsentencegrammaranalysisinreadingthroughmicro-lecture,butitisnoteasytoreallyinvolvethestudents'individualreadinghabitsandgraduallyadjustthestudents'deviationinreadingcomprehensionwiththehelpofmicro-lecture.2.1ProblemsofEnglishReadingTeachinginSeniorHighSchoolUnderthebackgroundofthenewcurriculumreform,therearemanycolorful,novelandeffectivemodelsinseniorhighschoolEnglishTeachinginChina.However,duetotheinfluenceofexamination-orientededucation,mostparentsandteacherspaymoreattentiontostudents'learningachievements,whichareregardedastheonlystandardtomeasurestudents'ability.Undersuchcircumstances,teachersgenerallyadoptthetraditionalsingleandrigidteachingmode,suchas"indoctrination"teaching,"cramming"teaching,toexplainEnglishknowledge.Insuchclassroomteaching,studentscanonlypassivelyaccepttheknowledge"instilled"byteachers,andmemorizegrammar,sentencepatternsandotherknowledgepointsbyrote.Inthelongrun,students'enthusiasmforlearningEnglishwillbegreatlyreduced.Inaddition,Chinahasenteredtheinformationage,anditisaninevitabletrendtowidelyuseeducationalinformationtechnologyinteaching.Onlybymakingfulluseofmultimediaequipmentandwirelessnetworktoselectteachingcontent,optimizeteachingmodeandbroadenteachingideas,canteachersreallyimproveteachingefficiencyandmeettherequirementsofqualityeducation.However,duetothelackofteachingequipment,thelackofcomputerknowledgeandpoortechnologyofsometeachers,theapplicationeffectofinformationtechnologyinseniorhighschoolEnglishteachingisnotoptimistic,eventoacertainextent,itseriouslyaffectstheteachingefficiency.2.2AdvantagesofMicro-lectureinEnglishReadingTeachinginSeniorHighSchoolInthetraditionalEnglishTeachingofseniorhighschool,mostoftheteachersteachintheformof"fullfilling",andthestudentscanonlypassivelyaccepttheknowledgeexplainedbytheteachers.Thiskindofteachingmodeisboringanduninteresting,whichseriouslyaffectsstudents'interestandenthusiasminEnglishlearning.Micro-lectureintegratessoundandanimation,whichisinlinewithstudents'cognitivelaw,andiseasytostimulatestudents'interestinlearningandthirstforknowledge.InhighschoolEnglishreadingteaching,teacherscanshowstudentstheknowledgepointstobeexplainedintheformofaudio,videoorpicturesthroughmicroclass,soastorealizetheeffectiveintegrationofvariousinformationresources.Inthismode,students'logicalandcriticalthinkingabilityandinterestinEnglishreadinglearningwillbegreatlyimproved(LinXinzhu,2018).Inaddition,studentscancombinetheirownactuallearningsituationandlearningneeds,toselectthemicro-lecturecasessuitableforthem,followedbycarryingoutin-depthlearningandresearch,soastostrengthenthemasteryofknowledgeandimprovelearningefficiency.Plus,microlecturerequires"precision","tininess"and"subtlety",whichhavestrongpertinenceandhelptoeffectivelyhighlightthekeypointsandrefinethedifficulties,thatis,intheshortesttime,throughthemosteffectiveway,toexplainthekeyissues.Theapplicationofmicro-lectureinseniorhighschoolEnglishreadingteachingismainlyreflectedinbeing"micro"inform,being"fine"incontent,andbeing"wonderful"inoveralleffect.Thetimeofmicroclassisabout10-15minutes,mainlyforaspecificknowledgepoint.Thecontentandexplanationinthemicrolessonshouldbeprecise.Duringthelimitedtime,teachersneedtoshowtheiressencevividlytothestudents,sothattheycanclearlysummarizetheknowledgepointsofthemicrolessonanddeepentheirunderstandingandmemoryoftheknowledgepoints,endingbyachievingthegoalofmasteringtheknowledgepoints.Ⅲ.TheApplicationApproachofMicro-lectureinEnglishReadingTeachinginSeniorHighSchoolAsanewteachingmode,micro-lectureembracestheadvantagesofshorttime,richinformationandstrongpertinence(ZhengLixia2017).InhighschoolEnglishreadingteaching,teachersshouldmakefulluseofthegoodnessofmicro-lecture,toeffectivelyimprovethelevelandqualityofEnglishteaching,sothatmicroclasscanplayafullroleandvalue.Thecoreofmicrocourseismicrovideo,whichisgenerallyrealizedbytheintegrationofmicrocoursewareandmicrohomework.Inthemicroclass,teacherscanusevideo,picture,text,PPTandotherresourcestoexpressdifferentteachingcontentsandcreateaclassroomatmosphereforstudentstoshowavarietyofteachingresources.3.1SelfStudyBeforeClassInseniorhighschoolEnglishreadingteaching,itisveryimportanttoprelearnbeforeclass.Applyingthemicro-lecturetothepre-learningofseniorhighschoolEnglishreadingteachingisnotonlyconducivetoenhancingtheinteractionbetweenteachersandstudents,butalsoconducivetothere-planningandutilizationofclassroomtime,whichisverybeneficialtotheimprovementofteachingeffect(YangLizhi2015).Inthepre-schoolstage,teacherscanplaythepreviewoftheknowledgetobeexplainedintheformofvideooraudiofirst,sothattheattentionofstudentscanbedrawneffectively,soastostimulatetheirinterestinlearning.Itisnecessaryforteacherstousemultimediatoolstocombinethewords,phrases,keysentencepatternsandbackgroundknowledgeinthenewclass,andthen,showthemtothestudentsbeforeteachingthenewclass.Meanwhile,itiswisetomakenotesforthestudents.Inthisway,theycanrealizeshort-termmemory,andlayasolidfoundationforlaterlearningofdeeperEnglishknowledge.Herearethemaincontentsofmakingamicro-classvideo,orhowtomakeaneffectivemicro-classvideo.1.Listingthekeycomponentsyouaretryingtoconveyinyour10-15minutespresentation.Thisseriesofphraseswillformthecoreofyourmicrospeech.2.Writinganintroductionof40to60seconds.Theywillprovidecontextforkeyconceptsthatyouaregoingtodeliver.3.Offeringataskfollowingthelecturetodirectstudentstodoreadingsoractivitiesthaturgethemtoexplorethekeyconcepts.Combinedwithawrittenassignment,thatshouldallowstudentstolearnthematerial.4.Uploadingthevideoandassignmenttoyourcourse-managementsoftware.Next,theauthorwilltakethearticle"theJourneyDowntheMekong"inCompulsoryoneofPEPeditionasanexampletotellhowtodesignamicrocourse,sothatreaderscanunderstandtheformcharacteristicsofmicrocoursesmoreintuitively.3.1.1WatchingVideoMaterials"theJourneyDowntheMekong"tellaboutthestorythatWangKun,hissisterWangWeiandhiscousin'sexperiencesandthoughtsbeforeandduringthepreparationofridingdowntheMekongRiver.Therearemanystrangephrasesandvocabularyinthearticle,suchaseversince,persuadesb.todosth.,schedule,befoundof,changeone'smind,makeupone'smindetc.Inaddition,therearesomesentencescontainingnewgrammaticalknowledgeinthearticle,forexample,“itwasmysisterwhofirsthadtheideatocyclealongtheentiremeasuringriverfromwhereitbeginstowhereitends.”Andgrammarknowledgeisthekeycontentthatstudentsmustmasterwhentheystudythisarticle.Inordertogetstudentstoabsorbtheseknowledgepointsinaconcentratedandanefficientway,itispracticablefortheteachertomakecorrespondingshortvideostointegratetheknowledgepoints.Inthisway,studentswillbemoreorganizedandefficientintheirstudy.Moreover,thepresentationofaudio-visualcanundoubtedlyarousestudents'interestinlearningandgreatlyreducetheirrejectionofpreviewbeforeclass.Asforthebackgroundsoundandpictureofthevideo,itisadvisablefortheteachertousedifferentnaturallandscapesofdifferentMekongriverbasinstoattractstudents'interest.Inaddition,ifthefocusofreadingclassisonlyonvocabularyandgrammar,itwilllosetheoriginalmeaningofreadingclass.Oneoftheimportantpurposesofreadingistobroadenourhorizonsandcultivatenewwaysofthinking.SincethisarticleisabouttheMekongRiverriding,teachersshouldusevideotovividlyshowthehydrologyandgeomorphologyoftheMekongRiver,andguidestudentstothinkaboutwhatdifferentproblemstheymayencounterindifferentgeographicalenvironments.Toachievethisguidance,theteachercandesignthesequestions:1.WhatisthetotallengthoftheMekongRiverroughly?2.Whatarethefallvaluesbetweentheupper,middleandlowerreachesoftheMekongRiver?3.WhataretheclimaticconditionsintheMekongRiverBasin？Inthisway,whenstudentsarereadingthetextindepth,theywillhaveameetingandexchangeoftheirownmindswiththeauthor'sideas.Inthecourseoflearning,itisofthebestsignificanceofbroadeninghorizonsandopeningupnewthinking,whichisthepropermeaningofreadingandtheeffectthatstudentsshouldachievebeforeclass.Themicroclassbasedonvideoplaysanirreplaceableroleinthepre-classpreview.3.1.2FinishingPreviewTasksInordertotesttheeffectofstudents'previewbeforeclass,theteachershouldattachthecorrespondingtestquestionstothevideo.Thereshouldnottoomanytestquestionsaboutpreview,butitisvitaltograspthekeyanddifficultpoints,sothatstudentscanfindoutwheretheyhaveneglectedandwheretheyshouldfurtherunderstandafterdoingthetask.Inordertohelpstudentstoavoidboredom,theformofthetopiccanbeasdiverseaspossible.Whenexaminingvocabulary,theformoffillinginphrasesaccordingtosentencemeaningandChinesepromptscanbeused;whenexamininggrammarknowledge,theformoftranslationcanbeused;fortheunderstandingofbackgroundknowledge,theteachercanaskstudentstowriteashortpassagewithunlimitedwordsandtalkabouttheirowngains.Forexample,forthepreviewtesttopicof"theJourneyDowntheMekong",theteachercanwriteasentence,he_____(meansdetermination)tojoinarmy.Onthisunderline,thephraseusedinthearticleof"makeupone’smindtodosomething"istested.Tocheckwhetherthestudentshavereadthearticleinadvanceandunderstandthegeneralideaofthearticle,theteachercanaskthestudentstofreelychooseanangle,suchasthegeographicalenvironmentoftheMekongRiverBasin,whatstrategiesshouldbedonebeforeriding,towriteashortessay.Asforthisessay,itisnotnecessaryfortheteachertolimitthenumberofwords,orevenpayattentiontothebeautyofsentenceexpression.Instead,theonlythingshallbeevaluatedisthedepthorbreadthofstudents'comprehensionforMekongRiverriding.Theassignmentafterthearrangementofpreviewisnotonlytocheckwhetherthestudentshavedonecarefulpreview,butalsotopreheattheupcomingclassinteractionamongtheteacherandstudents.3.2TopicDiscussionDuringClassOneoftheimportantreasonsforthepopularityofmicroclassisthatitliberatesstudentsfromtheshacklesoftraditionalclassroom.Theyarenolongerjustthereceiversoftheteacher'scontent,buttheparticipantsandvoicers.Theycanfullyexpresstheirpersonalopinionsanddoubts.Inthisway,theapplicationofmicroclassinhighschoolEnglishreadingclassroomhelpsalotineffectivelymeetingthelearningneedsofstudents,trulyrealizingindividualizedteachingandpromotingtherapiddevelopmentofhighschoolEnglishteachingcourses.Then,thecorequalityofstudents'Englishsubjectwillbesurelyenhanced(SuXueyu2018).3.2.1WatchingVideoMaterialsInthisstage,theteachershouldrefinethevideocontentduringthepreviewandstrengthentheknowledgepointsrepeatedly.Forexample,theword“schedule”enjoysmorethanonemeaningandtheteachershouldfirstshowtheoriginalsentenceofthearticle:“now,sheisplanningourscheduleforthetrip.”Then,itisadvisablefortheteachertoprovideotherexampleswithdifferentmeanings,suchas“themeetingisscheduledforFridayafternoon”.Inthisway,studentscanguessthepossiblemeaningsbythemselves,whichwillimpressthemalotmorethantellingthemdirectly.Aftershowingthekeyknowledgepoints,thestudentsshallbeledtoreadandunderstandthefulltext.Itshouldbenotedthatwhenformulatingmicroteachinghours,teachersshouldselectmicroteachingcontentswithrichconnotationsandstudents'interests,suchasEnglishemotionalstoriesandscientificstories,incombinationwithstudents'individualcharacteristicsandactuallearningsituation,soastoattractstudents'attentionandstrengthenthecultivationofstudents'learninginterest,Englishlearningabilityandcomprehensivequality.Inotherwords,beforereadingthearticle,theteachershouldintroducetheappropriatesituation.Ridingisahappythingforthebodyandmind.Teacherscanchooseridingasthestartingpointofvideoproductionanddisplay.Inthevideo,theteachercaninsertthedifficultiesencounteredbythecyclistsalongtheSichuan-Tibetline,thesceneryalongtheway,happyexpressions,etc.,andalsothespectacularsceneryonstartingpointofthecyclingracearoundQinghaiLake;becausethisarticleisabouttheMekongRivercycling,theteachercanshowtheroadconditionsandclimatealongtheMekongRiverintheformofvideo,sothatstudentshavechancestoreadwithexpectation,joyordoubttoreadthearticleandexperiencethemoodtheauthorwantstoexpress.Videoshouldnotbetoolong,generallynomorethan15minutes,tobedetailedslightlyappropriate.Ifthedurationislongerthanthis,microclasswillbethesameasthetraditionalone,losingitssignificance.3.2.2CreatingTeachingSituationTheso-calledteachingsituationreferstotheemotionalatmospherecreatedbyteachersintheteachingprocess.Thecreationofthisemotionalatmosphereisconducivetoimprovingstudents'interestinreadingandhelpingthemgetridofthebadhabitofreadingasaburden.Withoutpsychologicalburden,itispossibletofocusonwhattheauthorwantstoconvey,andtorememberwhathehaslearnedforalongtime.Inthedisplayofteachingvideo,theteachercanhidethesituationthemetobecreatedinit.Oneofthecommonmethodsofteachingsituationmethodistousestoriestocreateteachingsituations.TheteachercanshowindetailthedifficultiesencounteredbyacyclistontheSichuanTibetlineduringhisriding.Inthemeantime,heshouldtaketheopportunitytoremindthestudentstocarefullywatchthefollowingintroductiontotheconditionsandclimatealongtheMekongRiveraccompaniedbyimaginingwhatpreparationsshouldbemadeinadvance,whatproblemswillbeencounteredalongthewayandhowtodealwiththeseproblemsifthestudenthimselfridesinsuchanenvironment.Afterthevideoisplayed,thestudentsareallowedtohaveabout10minutestothinkandlookupthematerials.Then,theteacherwillnameseveralstudentstostatethesituationstheymayencounterandthepossiblecountermeasures.Theteachershouldguidethestudentstothinkaboutallkindsofproblemsascomprehensivelyaspossible.Forexample,inthevillagesalongtheway,theymayencounterhoundswhowatchthehouse.Readingshouldnotbelimitedtothecontentofthearticle.Rather,itwillbebetterforstudentstolearntothinkinadivergentway.Situationalteachingmethodisagoodwaytoguidestudentstothinkindependently.3.2.3OrganizingThematicDiscussionClassroomdiscussionisoneofthemostimportantwaysof"cooperativelearning".Moreandmoreemphasisisplacedoncultivatingstudents'higher-levelthinkingabilities,suchas"criticalthinking"and"creativethinking",while"cooperativelearning"isverysuitablefortheknowledgethatisveryimportantforlearningobjectives,needsdeepunderstandingandneedstoberememberedforalongtime.Therefore,theimportanceofcooperativelearningisbecomingincreasinglymoreimportanthighlight.Oneoftheessentialconceptsofthenewcurriculumreformistoadvocate"cooperativelearning"forstudents,whichisconducivetoenhancingtheinteractionbetweenstudents,helpingstudentstodeepentheirunderstandingofconcepts,improvingstudents'analyticalability,high-levelreasoningability,criticalthinkingandotherhigh-levelthinkingabilities.Moreover,thewayassistsgreatlytocultivatestudents'abilityofindependentlearning,teamcooperationandexpressionability,leadershipandotheraspects.Intheteachingclassof"theJourneyDowntheMekong",teacherscanorganizestudentstodiscusstheissuesinvolvedinthearticleingroups,forexamplewhethertheyneedtomaketravelstrategiesinadvance?Howtodochoice?Planningeverystepinanorderlywayorgoingthroughtheexperienceofunexpectedfun?Apparently,thereisnodefiniteanswer.However,therearedifferenttrainofthought.So,theteacherisadvisedtoorganizegroupdiscussiontomakeideachanges.Then,eachgroupsentarepresentativetomakeaspeechandinformtheclassoftheirarguments.Insuchaprocessofinformationexchange,notonlystudentswillbeinspiredbydifferentthinkingwithinthegroup,butalsoraisethedifferentideaoftherestofclassmates,whichismuchmoreefficientthanthecrammingteachingmethodofteachersforcultivatingconsiderateandcriticalthinking.3.3ConsolidateReviewAfterClassForhighschoolEnglishreadingclass,teachersandstudentsneedtopayenoughattentiontoafter-schoolreview,becauseafter-schoolreviewisconducivetoconsolidatethecontentofclassroomlearning,deepenthememoryandunderstandingofrelevantknowledgepoints,andplayaroleoflearningfromthepast.InthereviewstageafterhighschoolEnglishclass,teachersshouldmakefulluseofthemicroclasstoguidestudentstoreviewtheknowledgepointsintheclassroom.Whenselectingthemicroclassvideo,theyshouldtrytoensurethenoveltyofthevideo,andconsiderwhetheritscontentcanexpandstudents'Englishvisionandcultivatestudents'thinking.Intheprocessofvideoselection,teachersshouldfullyconsiderwhethertheselectedcontentcantrulyandcomprehensivelydisplaytheclassroomteachingcontent,soastopromotemorestudentstoinvestinreview,impr