本文選題：翻轉(zhuǎn)課堂 + 語法教學(xué)�。� 參考：《青海師范大學(xué)》2017年碩士論文

【摘要】：英語語法是英語教學(xué)的一個重要環(huán)節(jié)。而在實際的教學(xué)過程中,由于時間的限制,以及教學(xué)任務(wù)的繁重,英語語法呈現(xiàn)出一種“填鴨式”的教學(xué)方法。因此,找到一種高效的課堂教學(xué)模式十分有必要。近年來,信息技術(shù)和教育的結(jié)合已經(jīng)成為大勢所趨,翻轉(zhuǎn)課堂教學(xué)模式也得到了越來越多的關(guān)注。翻轉(zhuǎn)課堂顛倒了傳統(tǒng)的教學(xué)模式,采用課前知識傳授加課堂知識內(nèi)化的形式。為了檢測翻轉(zhuǎn)課堂在初中英語語法教學(xué)中的有效性,筆者與2016年秋學(xué)期選取兩個平行班91名學(xué)生為實驗對象實施了翻轉(zhuǎn)課堂的教學(xué)實驗。該實驗旨在探索翻轉(zhuǎn)課堂在初中英語語法教學(xué)中的應(yīng)用,采用問卷調(diào)查,訪談,課堂觀察及測試等研究方法,主要研究以下問題:1.與傳統(tǒng)教學(xué)相比,翻轉(zhuǎn)課堂對學(xué)生的學(xué)習(xí)興趣有什么影響?2.與傳統(tǒng)教學(xué)相比,翻轉(zhuǎn)課堂對學(xué)生的學(xué)習(xí)成績有什么影響?3.在實施翻轉(zhuǎn)課堂的過程中有什么問題?根據(jù)一學(xué)期有計劃的教學(xué)實踐研究和測試顯示:1.翻轉(zhuǎn)課堂模式以學(xué)生為中心,關(guān)注學(xué)生的差異性和個性發(fā)展,通過課前知識的傳遞過程和知識內(nèi)化過程,學(xué)生可以在合作、寬松的氛圍中學(xué)習(xí)英語語法。從調(diào)查問卷和訪問來看,與傳統(tǒng)教學(xué)相比,翻轉(zhuǎn)課堂對于提高學(xué)生的學(xué)習(xí)興趣方面有明顯的作用。2.從前測和后測來看,學(xué)生的學(xué)習(xí)成績在短期內(nèi)沒有明顯的變化。但經(jīng)過對翻轉(zhuǎn)課堂模式一學(xué)期有計劃的教學(xué),實驗班學(xué)生的成績明顯優(yōu)于控制班。3.在翻轉(zhuǎn)課堂的實施過程中,筆者發(fā)現(xiàn)課前對學(xué)生的監(jiān)控不足,與傳統(tǒng)教學(xué)相比,課中越來越多的學(xué)生加入到學(xué)習(xí)活動中,在課上他們做相關(guān)的練習(xí),總結(jié)語法知識,展示學(xué)習(xí)成果。但是筆者發(fā)現(xiàn)在課堂上發(fā)言的機會總是集中在少數(shù)學(xué)習(xí)成績突出的學(xué)生身上,基礎(chǔ)較薄弱的學(xué)生很少參與到課堂教學(xué)中來。
[Abstract]:English grammar is an important link in English teaching. In the actual teaching process, due to time constraints and heavy teaching tasks, English grammar presents a "spoon-feeding" teaching method. Therefore, it is necessary to find an efficient classroom teaching model. In recent years, the combination of information technology and education has become the trend of the times. The flipped classroom reversed the traditional teaching mode and adopted the form of knowledge imparting before class and internalization of classroom knowledge. In order to test the effectiveness of flipping classroom in English grammar teaching in junior high school, 91 students from two parallel classes were chosen as experimental subjects in the fall of 2016. The purpose of this experiment is to explore the application of flipping classroom in English grammar teaching in junior high school. The research methods of questionnaire, interview, classroom observation and test are used to study the following question: 1: 1. Compared with traditional teaching, how does flipping classroom affect students' interest in learning? Compared with traditional teaching, how does flipping classroom affect students' academic achievement? What are the problems in the implementation of the rollover class? According to a semester of planned teaching practice research and tests show that 1. 1. The flipping classroom model is student-centered and pays attention to the differences and personality development of students. Through the process of knowledge transfer and knowledge internalization before class students can learn English grammar in a cooperative and relaxed atmosphere. From the questionnaire and interview, compared with traditional teaching, flipping classroom has obvious effect on improving students' interest in learning. In the past and after tests, there was no significant change in students' academic performance in the short term. However, after a semester of planned teaching, the results of the experimental class are obviously superior to those of the control class. 3. In the implementation of the flipping class, the author found that the monitoring of the students before class is insufficient. Compared with the traditional teaching, more and more students in the class join in the learning activities. In the class, they do the related exercises and sum up the grammar knowledge. Show your learning results. However, the author finds that the opportunity of speaking in class is always concentrated on a few students with outstanding academic achievements, and the students with a weak foundation rarely participate in classroom teaching.
【學(xué)位授予單位】：青海師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G434;G633.41

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本文編號：2011435