本文關(guān)鍵詞： 移動互聯(lián) 中國大學生 移動學習 英語學習資源　出處：《湖北工業(yè)大學》2017年碩士論文　論文類型：學位論文

【摘要】：近年來,移動互聯(lián)網(wǎng)技術(shù)的不斷發(fā)展,讓隨時隨地的學習變?yōu)榭赡�。與傳統(tǒng)的數(shù)字化學習模式相比,移動學習因其得天獨厚的便捷優(yōu)勢,受到研究者的廣泛關(guān)注。移動學習為學習者獲取海量且種類繁多的網(wǎng)絡資源提供了可能,移動學習資源質(zhì)量的優(yōu)劣是決定移動學習能否順利開展的重要因素。因此,根據(jù)當今大學生的學習資源使用情況來開發(fā)優(yōu)質(zhì)有效的移動學習資源具有重要意義。英語移動學習是數(shù)字化學習和移動設(shè)備輔助英語學習的結(jié)合體。目前,國內(nèi)外關(guān)于外語移動學習的研究主要集中在遠程教育資源的開發(fā)及軟件平臺的建設(shè)層面,在外語移動學習模式及學習策略的探討方面也較多,但針對移動互聯(lián)環(huán)境下特定群體的研究卻很少�；诖�,本文以中國大學生為研究對象,采用問卷調(diào)查與訪談相結(jié)合的研究方法調(diào)查大學生英語學習資源的使用情況,并探討大學生對英語移動學習資源的態(tài)度、偏好以及學習行為。研究結(jié)果表明,大學生對英語移動學習普遍持積極肯定態(tài)度,認為移動學習資源能提高他們對英語學習的興趣及其學習效率;英語移動學習資源的內(nèi)容設(shè)計及編排具有邏輯性、科學性及全面性等特征;智能手機是英語移動學習的主要使用設(shè)備,大學生進行英語移動學習主要為了通過相應的英語考試,少數(shù)是為了擴充知識,督促自己學習積累,并接觸廣泛的英語學習材料為繼續(xù)深造做準備;資費、教師與同伴推薦是影響大學生英語移動學習資源選擇的主要因素;網(wǎng)易有道詞典、金山詞霸、百詞斬、扇貝聽力等是大學生選擇的主要英語學習App;英語成績優(yōu)異的大學生在進行英語移動學習時,自己有一套縝密的學習策略及方法,而成績較差的學生移動學習目的不強,其學習行為具有惰性、無規(guī)律性等特點。大學生英語移動學習方面存在以下主要的問題:英語移動學習的目的比較單一,學習資源的設(shè)計缺乏創(chuàng)造性;英語學習資源的使用具有半公開性,繼續(xù)學習需要收費;移動學習資源缺乏使用反饋完善機制等�；谡{(diào)查結(jié)果,本文提出以下建議:一、建立完善的學習反饋機制,提升學習資源的趣味性、系統(tǒng)性及情景性;二、開發(fā)師生互動的軟件平臺等學習資源,加大教師的評價及參與度,為大學生的英語移動學習提供有力指導;三、培養(yǎng)大學生擁有有效的移動學習態(tài)度、學習行為,構(gòu)建終身學習的移動學習意識。
[Abstract]:In recent years, with the continuous development of mobile Internet technology, it is possible to learn anytime, anywhere. Compared with the traditional digital learning mode, mobile learning has its unique advantages. Mobile learning makes it possible for learners to obtain a great deal of network resources. The quality of mobile learning resources is an important factor to determine the smooth development of mobile learning. It is of great significance to develop high quality and effective mobile learning resources according to the current situation of college students' learning resources. Mobile English learning is a combination of digital learning and mobile device assisted English learning. At home and abroad, researches on mobile foreign language learning mainly focus on the development of distance education resources and the construction of software platform, as well as on the discussion of foreign language mobile learning models and learning strategies. However, there are few studies on specific groups in mobile interconnection environment. Based on this, this paper takes Chinese college students as the research object. This paper investigates the use of English learning resources in college students by means of questionnaires and interviews, and probes into the attitudes, preferences and learning behaviors of college students towards English mobile learning resources. College students generally hold a positive attitude towards English mobile learning, and think that mobile learning resources can improve their interest in English learning and their learning efficiency. The content design and arrangement of English mobile learning resources are logical, scientific and comprehensive. Smart phone is the main use of mobile English learning equipment, college students to learn English mobile English mainly in order to pass the corresponding English test, a few to expand their knowledge, urge their own learning accumulation. And contact with a wide range of English learning materials to continue to prepare for further study; Fees, teachers and peer recommendations are the main factors that affect the choice of mobile learning resources for college students; NetEase youdao Dictionary, Kingsoft Dictionary, 100 words chopping, scallop listening and so on are the main English learning Appies chosen by college students. Students with excellent English performance have a set of meticulous learning strategies and methods while the students with poor performance have not strong mobile learning purpose and their learning behavior is lazy. The main problems in English mobile learning for college students are as follows: the purpose of mobile English learning is single and the design of learning resources is lacking in creativity; The use of English learning resources is semi-open. Based on the investigation results, this paper puts forward the following suggestions: first, to establish a perfect learning feedback mechanism to enhance the interest, systematization and situational of learning resources; Second, develop learning resources such as teacher-student interactive software platform, increase teachers' evaluation and participation, and provide effective guidance for college students' English mobile learning; Third, cultivate college students to have effective mobile learning attitude, learning behavior, and build a lifelong learning awareness of mobile learning.
【學位授予單位】：湖北工業(yè)大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319;G434

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