隨著科技與互聯(lián)網(wǎng)的迅猛發(fā)展,信息化已成為國(guó)家戰(zhàn)略,教育信息化正迎來(lái)重大歷史發(fā)展機(jī)遇。教育部印發(fā)的《教育信息化“十三五”規(guī)劃》中指出,要“構(gòu)建網(wǎng)絡(luò)化、數(shù)字化、個(gè)性化、終身化的教育體系”,推動(dòng)高校線上線下混合式教學(xué)改革。因此,結(jié)合面授學(xué)習(xí)和在線學(xué)習(xí)的混合教學(xué)已逐漸成為教育的趨勢(shì)。英語(yǔ)寫作是大學(xué)英語(yǔ)學(xué)習(xí)中重要的組成部分,是體現(xiàn)英語(yǔ)綜合水平的語(yǔ)言輸出形式。然而,前期研究表明,現(xiàn)有的傳統(tǒng)課堂寫作教學(xué)無(wú)法滿足學(xué)習(xí)者寫作學(xué)習(xí)的需求,而混合教學(xué)可以較好解決這一問(wèn)題（王懿,2011）。由維果斯基提出的活動(dòng)理論能體現(xiàn)師生的有機(jī)互動(dòng),滿足學(xué)生需求,為混合教學(xué)提供理論指導(dǎo)（黃大網(wǎng)&楊巍,2010）。因此,筆者將基于活動(dòng)理論設(shè)計(jì)應(yīng)用微博的寫作混合教學(xué)模式,旨在探究其對(duì)大學(xué)生英語(yǔ)寫作水平的影響,具體研究問(wèn)題如下:1)基于活動(dòng)理論的混合教學(xué)模式是否對(duì)大學(xué)生英語(yǔ)寫作成績(jī)有影響?如有,有何影響?2)混合教學(xué)模式對(duì)不同英語(yǔ)水平學(xué)生寫作成績(jī)的影響是否有差異?如有,體現(xiàn)在哪些方面?3)混合教學(xué)模式對(duì)不同英語(yǔ)水平學(xué)生寫作成績(jī)影響產(chǎn)生差異的原因是什么?本文基于活動(dòng)理論,設(shè)計(jì)以新浪微博為在線學(xué)習(xí)平臺(tái)的混合學(xué)習(xí)模式,以某高校... 

【文章來(lái)源】：中北大學(xué)山西省

【文章頁(yè)數(shù)】：96 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract (in English)
Abstract (in Chinese)
Chapter One Introduction
    1.1 Background of the research
    1.2 Purpose of this research
    1.3 Significance of this research
        1.3.1 Theoretical significance
        1.3.2 Practical significance
    1.4 Structure of this research
Chapter Two Literature Review
    2.1 Definition of blended learning
    2.2 Content of blended learning
    2.3 Traits of blended learning
    2.4 Studies on blended learning in English writing
        2.4.1 Studies abroad
        2.4.2 Studies at home
    2.5 Summary
Chapter Three Theoretical Basis
    3.1 Definition of activity theory
    3.2 Development of activity theory
        3.2.1 First generation of activity theory
        3.2.2 Second generation of activity theory
        3.2.3 Third generation of activity theory
    3.3 Principles of activity theory
    3.4 Relation between activity theory and English writing
    3.5 Summary
Chapter Four Methodology
    4.1 Research questions
    4.2 Subjects
    4.3 Instruments
        4.3.1 Writing tests
        4.3.2 Interview
        4.3.3 Reflective diary
    4.4 Research procedures
        4.4.1 Writing topics
        4.4.2 Writing process
    4.5 Data collection
Chapter Five Results and Discussion
    5.1 Results of quantitative research methods
        5.1.1 Results of EG’s and CG’s writing tests
        5.1.2 Results of different-level EG’s writing tests
    5.2 Results of qualitative research methods
        5.2.1 Results of interview
        5.2.2 Results of reflective diary
    5.3 Discussion
        5.3.1 Improvement of college students’ English writing performance
        5.3.2 Different impacts on different-level students’ writing performance
        5.3.3 Reasons of differences on different-level students’ writing
Chapter Six Conclusion
    6.1 Major findings
    6.2 Limitations of the present study
    6.3 Suggestions for the further study
References
Appendix Ⅰ Writing task of pre-test
Appendix Ⅱ Writing task of post-test
Appendix Ⅲ Scale of the Composition
Appendix Ⅳ Interview
Appendix Ⅴ List of Tables
Appendix Ⅵ List of Figures
Papers Published during MA Program
Acknowledgements



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