本文選題：MOOC + 大學英語��； 參考：《中國電化教育》2017年07期

【摘要】：大學英語教學中存在的主要問題有學生對學習英語的興趣不濃厚、學習目的不明確、學習方法單一、學習時效性不強等,這些問題也是大學英語教學改革中的難題。作為一種基于網(wǎng)絡的開放式教學資源,MOOC近年來得到了眾多學習者的青睞。在大學英語教學改革的背景下,該文指出慕課能夠在大學英語教學改革中,豐富教輔資源、推進網(wǎng)上課堂及移動課堂,并起到興趣開發(fā)和創(chuàng)新引導的作用。該文采用實證分析的方法檢驗了慕課資源的實際運用效果,方差分析結論顯示,在0.05的顯著性水平下,總體英語學習效果、語言知識維度、語言技能維度、情感態(tài)度維度、學習策略維度的F值均顯著大于臨界值3.94,這說明,在實驗組使用慕課教學,與對比組相比,學生的英語學習總體效果和五個子維度的學習效果都有顯著提升,也印證了該研究提出的慕課資源是有效的大學英語學習工具。
[Abstract]:The main problems in college English teaching are that students' interest in learning English is not strong, the purpose of learning is not clear, the method of learning is single, and the effectiveness of learning is not strong. These problems are also difficult problems in the reform of college English teaching. As an open teaching resource based on network, MOOC has been favored by many learners in recent years. Under the background of college English teaching reform, this paper points out that the course can enrich teaching auxiliary resources, promote online classroom and mobile classroom, and play the role of interest development and innovation guidance in college English teaching reform. In this paper, the empirical analysis is used to test the practical application effect of the resources. The results of ANOVA show that under the significant level of 0.05, the overall English learning effect, language knowledge dimension, language skill dimension, affective attitude dimension, and so on. The F value of learning strategy dimension was significantly higher than that of critical value 3.94, which indicated that compared with the contrast group, the overall effect of English learning and the learning effect of the five sub-dimensions were significantly improved in the experimental group. It also proves that the resource of the course is an effective tool for college English learning.
【作者單位】： 哈爾濱師范大學西語學院;
【分類號】：G434;H319.3

【參考文獻】

相關期刊論文 前10條

1 張殿恩;王蘊U，

本文編號：1786901