本文關(guān)鍵詞： 有效性 課堂展示 翻轉(zhuǎn)課堂模式 個人特質(zhì) 學(xué)習(xí)動機(jī)　出處：《浙江大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：課堂展示作為一項(xiàng)旨在促進(jìn)學(xué)生英語學(xué)習(xí)的交流活動,在大學(xué)英語課堂中得到了廣泛應(yīng)用。近年來,隨著翻轉(zhuǎn)課堂模式的流行,課堂展示亦與其他互動活動一起成為其教學(xué)設(shè)計的一部分。課堂展示與翻轉(zhuǎn)課堂都以學(xué)生為中心的學(xué)習(xí)環(huán)境,為建構(gòu)主義理論所支撐。本研究中翻轉(zhuǎn)課堂下的課堂展示活動旨在充分調(diào)動學(xué)生參與課堂的積極性,實(shí)現(xiàn)學(xué)生之間以及學(xué)生和老師之間的互動,讓學(xué)生在完成課堂展示任務(wù)的過程中進(jìn)行知識復(fù)現(xiàn),鞏固所學(xué)知識,進(jìn)而促進(jìn)學(xué)生的能力發(fā)展。本研究中使用了問卷,半結(jié)構(gòu)化訪談以及對照實(shí)驗(yàn)的研究方法。為了更好地了解目標(biāo)學(xué)生的特點(diǎn)以及他們的學(xué)習(xí)行為,問卷一用于收集學(xué)生對于以前課堂展示活動的看法與反饋信息。對照實(shí)驗(yàn)為期16周,以浙江樹人大學(xué)的兩個班級作為實(shí)驗(yàn)對象。教學(xué)實(shí)驗(yàn)的設(shè)計以問卷一調(diào)查結(jié)果為基礎(chǔ),參照翻轉(zhuǎn)課堂教學(xué)模式的設(shè)計原則。學(xué)期末,問卷二用于檢驗(yàn)教學(xué)實(shí)驗(yàn)在促進(jìn)學(xué)生學(xué)習(xí)能力和其他個人特質(zhì)發(fā)展方面的作用。半結(jié)構(gòu)化訪談中學(xué)生的回答被用作陳述教學(xué)實(shí)驗(yàn)實(shí)際效果的輔助說明。由于興趣,動機(jī),信心,自覺等個人特質(zhì)也是影響學(xué)生能否取得良好的學(xué)業(yè)表現(xiàn)的重要指標(biāo),因此教學(xué)實(shí)驗(yàn)的最終有效性評估取決于兩個方面:一是學(xué)生的期末考試成績,二是學(xué)生在學(xué)習(xí)能力和影響個人表現(xiàn)的個人特質(zhì)方面的發(fā)展。問卷一結(jié)果不僅表明浙江樹人大學(xué)內(nèi)的許多學(xué)生學(xué)習(xí)動機(jī)較弱,對于課堂展示活動的自我效能感低,同時還為課堂展示教學(xué)設(shè)計提供了諸多學(xué)習(xí)環(huán)境特征方面的有效信息。盡管實(shí)驗(yàn)班和控制班的期末成績不存在顯著差異,但是問卷二結(jié)果表明大部分實(shí)驗(yàn)班學(xué)生在自我感受學(xué)習(xí)能力和與表現(xiàn)相關(guān)的個人特質(zhì)方面取得進(jìn)步。值得注意的是,實(shí)驗(yàn)班和控制班的對比數(shù)據(jù)證明了教學(xué)實(shí)驗(yàn)在為學(xué)生樹立自信心,增強(qiáng)學(xué)生運(yùn)用知識能力,完善學(xué)生學(xué)習(xí)動機(jī)和提高課堂參與度方面的積極作用。
[Abstract]:Classroom display, as a communication activity aimed at promoting students' English learning, has been widely used in college English classroom. In recent years, with the popularity of flipping classroom mode, Classroom presentation, along with other interactive activities, is part of its instructional design. Classroom presentations and flips are student-centered learning environments. The purpose of this study is to fully motivate students to participate in the classroom and to realize the interaction between students and teachers. In order to consolidate the knowledge and promote the development of students' ability, the questionnaire is used in this study. In order to better understand the characteristics of the target students and their learning behavior, Questionnaire 1 was used to collect students' views and feedback on their previous classroom presentation activities. The control experiment lasted 16 weeks, and two classes of Zhejiang Shuren University were used as experimental subjects. The design of the teaching experiment was based on the results of questionnaire one. Reference is made to the design principles of the reversed classroom teaching model. Questionnaire 2 was used to test the role of teaching experiments in promoting the development of students' learning ability and other personal traits. The responses of semi-structured interviews with middle school students were used to illustrate the actual effects of teaching experiments. Self-awareness and other personal traits are also important indicators of whether students can achieve good academic performance. Therefore, the final evaluation of the effectiveness of teaching experiments depends on two aspects: first, students' final examination results, The first result of questionnaire not only shows that many students in Zhejiang Shuren University have weak learning motivation, but also have a low sense of self-efficacy for classroom display activities. At the same time, it also provides a lot of effective information on the characteristics of learning environment for classroom presentation of teaching design, although there is no significant difference in the final grades between the experimental class and the control class. However, the results of questionnaire 2 show that most of the students in the experimental class have made progress in their self-perceived learning ability and performance-related personal traits. The comparative data of the experimental class and the control class prove the positive role of teaching experiment in building up students' self-confidence, enhancing students' ability to use knowledge, perfecting students' learning motivation and increasing their participation in class.
【學(xué)位授予單位】：浙江大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319.3;G434

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