翻轉(zhuǎn)課堂在初中英語聽力教學(xué)中的應(yīng)用研究
發(fā)布時間：2018-09-01 12:16
【摘要】：在當(dāng)前新課程改革不斷深化和教育信息化不斷發(fā)展的背景下,傳統(tǒng)的聽力教學(xué)模式已經(jīng)無法充分適應(yīng)時代的發(fā)展趨勢,也難以滿足信息時代學(xué)生的學(xué)習(xí)需求,“教師放錄音—學(xué)生做題—教師對答案”的教學(xué)模式亟待改善。與此同時,發(fā)源于美國的翻轉(zhuǎn)課堂模式由于順應(yīng)了時代潮流,改變了傳統(tǒng)教學(xué)模式中以教師為主體的現(xiàn)狀,成為了風(fēng)靡全球的教育現(xiàn)象。2012年前后,翻轉(zhuǎn)課堂這一教學(xué)模式被逐漸引入我國,受到了國內(nèi)諸多教育工作者的關(guān)注,并開始對其進行探索研究,不少學(xué)校將翻轉(zhuǎn)課堂的模式與其學(xué)校實際相結(jié)合,推出了一些本土化的翻轉(zhuǎn)課堂模式。筆者為了驗證翻轉(zhuǎn)課堂教學(xué)模式對于初中英語聽力教學(xué)的可行性及其效果,設(shè)計了基于翻轉(zhuǎn)課堂的英語聽力教學(xué)模式研究。筆者借鑒了前人的研究成果,并與自己任教學(xué)校的具體情況相結(jié)合,設(shè)計出了初中英語聽力教學(xué)的翻轉(zhuǎn)課堂模式。該模式共有兩個階段,分為課前階段和課上階段。教師在課前制作微視頻和聽力任務(wù)單,學(xué)生自主學(xué)習(xí)微視頻,完成聽力任務(wù),并反饋自己遇到的問題。課上通過小組合作探究、教師答疑解惑的方式解決聽力學(xué)習(xí)中的問題,最后學(xué)生再通過練習(xí)鞏固所學(xué)知識。為了更加清楚的闡釋這一模式,筆者將給出了具體教學(xué)案例。筆者自2016年10月至2017年3月歷時六個月有余,進行了細(xì)致深入的調(diào)查研究。在研究過程中,筆者綜合運用了調(diào)查問卷法、實驗法、訪談法等基本研究方法,通過對調(diào)查問卷數(shù)據(jù)的分析、對學(xué)生成績的對比以及對學(xué)生訪談的總結(jié),筆者發(fā)現(xiàn):將翻轉(zhuǎn)課堂模式應(yīng)用于初中聽力教學(xué)中是可行的,它調(diào)動了學(xué)生的學(xué)習(xí)積極性,增加了學(xué)生的聽力學(xué)習(xí)興趣,對學(xué)生聽力能力的提高也起到了積極作用。雖然翻轉(zhuǎn)課堂有著傳統(tǒng)教學(xué)模式無法比擬的優(yōu)勢,但作為新事物,其發(fā)展與發(fā)展還需要一定的過程。在實踐翻轉(zhuǎn)課堂的過程中,一線教師應(yīng)注意做好翻轉(zhuǎn)前的準(zhǔn)備、加強翻轉(zhuǎn)中的監(jiān)督以及重視翻轉(zhuǎn)后的鞏固。只有做好這些,才能真正將翻轉(zhuǎn)課堂效果最大化。
[Abstract]:Under the background of the deepening of the new curriculum reform and the continuous development of educational informatization, the traditional listening teaching mode has been unable to fully adapt to the development trend of the times, and it is also difficult to meet the learning needs of students in the information age. The teaching mode of "teacher plays recording-students do questions-teacher to answer" needs to be improved urgently. At the same time, the flipping classroom model, which originated in the United States, has changed the teacher-centered status quo in the traditional teaching mode and become a worldwide phenomenon because it conforms to the trend of the times. Flipping classroom has been gradually introduced into our country, which has been concerned by many educators in China, and has begun to explore and study it. Many schools combine the flipping classroom model with their school practice. Some local flipping classroom models have been introduced. In order to verify the feasibility and effect of the flipping classroom teaching model for junior high school English listening teaching, the author designs a research on the English listening teaching model based on flipping classroom. The author draws lessons from the previous research results and combines with the specific situation of his own teaching school to design the flipping classroom model of English listening teaching in junior high school. There are two stages in this model, one is pre-class stage and the other is on-class stage. Teachers make micro video and listening task list before class, students learn micro video independently, complete listening task, and feedback their problems. In class, teachers solve the problems in listening learning by group cooperation. Finally, students consolidate what they have learned through practice. In order to explain this model more clearly, the author will give a specific teaching case. From October 2016 to March 2017, the author conducted a detailed investigation and study for more than six months. In the course of the research, the author synthetically used the basic research methods, such as questionnaire method, experiment method, interview method and so on, through the analysis of the questionnaire data, the comparison of the students' achievement and the summary of the student interview. The author finds that it is feasible to apply the flipping classroom model to junior high school listening teaching, which can arouse students' enthusiasm in learning, increase students' interest in listening learning and play a positive role in improving students' listening ability. Although the flipping classroom has unparalleled advantages over the traditional teaching mode, as a new thing, its development and development still need a certain process. In the course of the practice of flipping classroom, teachers should pay attention to the preparation before flipping, strengthen the supervision in flipping and attach importance to the consolidation after flipping. Only by doing this well can we really maximize the effect of the flipping class.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41;G434
[Abstract]:Under the background of the deepening of the new curriculum reform and the continuous development of educational informatization, the traditional listening teaching mode has been unable to fully adapt to the development trend of the times, and it is also difficult to meet the learning needs of students in the information age. The teaching mode of "teacher plays recording-students do questions-teacher to answer" needs to be improved urgently. At the same time, the flipping classroom model, which originated in the United States, has changed the teacher-centered status quo in the traditional teaching mode and become a worldwide phenomenon because it conforms to the trend of the times. Flipping classroom has been gradually introduced into our country, which has been concerned by many educators in China, and has begun to explore and study it. Many schools combine the flipping classroom model with their school practice. Some local flipping classroom models have been introduced. In order to verify the feasibility and effect of the flipping classroom teaching model for junior high school English listening teaching, the author designs a research on the English listening teaching model based on flipping classroom. The author draws lessons from the previous research results and combines with the specific situation of his own teaching school to design the flipping classroom model of English listening teaching in junior high school. There are two stages in this model, one is pre-class stage and the other is on-class stage. Teachers make micro video and listening task list before class, students learn micro video independently, complete listening task, and feedback their problems. In class, teachers solve the problems in listening learning by group cooperation. Finally, students consolidate what they have learned through practice. In order to explain this model more clearly, the author will give a specific teaching case. From October 2016 to March 2017, the author conducted a detailed investigation and study for more than six months. In the course of the research, the author synthetically used the basic research methods, such as questionnaire method, experiment method, interview method and so on, through the analysis of the questionnaire data, the comparison of the students' achievement and the summary of the student interview. The author finds that it is feasible to apply the flipping classroom model to junior high school listening teaching, which can arouse students' enthusiasm in learning, increase students' interest in listening learning and play a positive role in improving students' listening ability. Although the flipping classroom has unparalleled advantages over the traditional teaching mode, as a new thing, its development and development still need a certain process. In the course of the practice of flipping classroom, teachers should pay attention to the preparation before flipping, strengthen the supervision in flipping and attach importance to the consolidation after flipping. Only by doing this well can we really maximize the effect of the flipping class.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41;G434
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