雖然課程改革已經(jīng)持續(xù)了多年,但是小學(xué)英語(yǔ)教學(xué)仍然面臨著巨大的困難。在英語(yǔ)教與學(xué)上仍然存在一些傳統(tǒng)教學(xué)模式無(wú)法徹底解決的問(wèn)題。例如,大多數(shù)學(xué)生對(duì)英語(yǔ)學(xué)習(xí)不是很感興趣,學(xué)生的英語(yǔ)自主學(xué)習(xí)能力也不強(qiáng)。網(wǎng)絡(luò)學(xué)習(xí)空間作為一種新型教學(xué)模式,為未來(lái)的教育改革提供了新的理念和方法。網(wǎng)絡(luò)學(xué)習(xí)空間不同于傳統(tǒng)教學(xué)模式,它鼓勵(lì)學(xué)生自己建構(gòu)學(xué)習(xí)空間。教師準(zhǔn)備活動(dòng)來(lái)幫助學(xué)生通過(guò)網(wǎng)絡(luò)平臺(tái)自主獲得新知識(shí)。本文的目的是探討網(wǎng)絡(luò)學(xué)習(xí)空間應(yīng)用于小學(xué)英語(yǔ)學(xué)習(xí)的可行性。三個(gè)研究問(wèn)題的提出如下:問(wèn)題一:網(wǎng)絡(luò)學(xué)習(xí)空間能否激發(fā)學(xué)生的學(xué)習(xí)興趣?問(wèn)題二:網(wǎng)絡(luò)學(xué)習(xí)空間能否激勵(lì)學(xué)生的英語(yǔ)學(xué)習(xí)自主能力?問(wèn)題三:網(wǎng)絡(luò)學(xué)習(xí)空間可以提高學(xué)生的英語(yǔ)學(xué)習(xí)成績(jī)嗎?本實(shí)驗(yàn)持續(xù)18周。參與者是來(lái)自沈陽(yáng)陽(yáng)光小學(xué)五年級(jí)的82名學(xué)生。兩個(gè)班級(jí)被選為實(shí)驗(yàn)班和對(duì)照班。實(shí)驗(yàn)班的學(xué)生使用網(wǎng)絡(luò)學(xué)習(xí)空間進(jìn)行學(xué)習(xí),而控制班采用傳統(tǒng)教學(xué)模式。實(shí)驗(yàn)數(shù)據(jù)通過(guò)問(wèn)卷調(diào)查、測(cè)試和訪談得出,實(shí)驗(yàn)結(jié)果由SPSS進(jìn)行分析。實(shí)驗(yàn)結(jié)果表明,網(wǎng)絡(luò)學(xué)習(xí)空間可以顯著提高小學(xué)生的英語(yǔ)學(xué)習(xí)興趣和學(xué)生的英語(yǔ)自主學(xué)習(xí)能力,學(xué)生的英語(yǔ)成績(jī)有了顯著提高。雖然在研究中仍存在一些缺陷,需要更進(jìn)一步地研究。但毫無(wú)疑問(wèn),應(yīng)用... 

【文章來(lái)源】：渤海大學(xué)遼寧省

【文章頁(yè)數(shù)】：72 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of this study
    1.2 Purpose and significance of this study
    1.3 Organization of this study
Chapter Two Literature Review
    2.1 Introduction of e-learning space
        2.1.1 Definition of e-learning space
        2.1.2 Constitution and function of e-learning space
        2.1.3 Study on e-learning space abroad and at home
    2.2 Theoretical Foundation
        2.2.1 Blended learning
        2.2.2 Constructivism
        2.2.3 Unicom learning theory
        2.2.4 Humanism
    2.3 Learner autonomy
        2.3.1 Definition of learner autonomy
        2.3.2 Factors affecting learner autonomy
    2.4 Summary
Chapter Three Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Instruments
        3.3.1 Questionnaires
        3.3.2 Tests
        3.3.3 Interview
        3.3.4 SPSS20
    3.4 Research procedure
        3.4.1 Pre-test
        3.4.2 Pre-questionnaire on learning interest and pre-questionnaire on autonomous learning..
        3.4.3 Training
        3.4.4 Post-test
        3.4.5 Post-questionnaire on learning interest and post-questionnaire on autonomous learning
        3.4.6 Interview
    3.5 Sample lessons
    3.6 Sample lessons
    3.7 Data collection
Chapter Four Data analysis and discussion
    4.1 Analysis and discussion of questionnaire on learning interest
        4.1.1 The results of pre-questionnaire I in EC and CC
        4.1.2 The results of post-questionnaire I in EC and CC
    4.2 Analysis and discussion of questionnaire on autonomous learning
        4.2.1 The results of pre-questionnaire II in EC and CC
        4.2.2 The results of post-questionnaire II in EC and CC
    4.3 Analysis and discussion of tests
        4.3.1 The results of pre-test in EC and CC
        4.3.2 The results of post-test in EC and CC
        4.3.3 The results of pre-test and post-test in EC
    4.4 Analysis and discussion of the interview
    4.5 Summary
Chapter Five Conclusion
    5.1 Major findings
    5.2 Implications
    5.3 Limitations of this study
    5.4 Suggestions for future study
References
Appendix Ⅰ Questionnaire on Learning Interest
Appendix Ⅱ Questionnaire on Autonomous Learning
Appendix Ⅲ Pre-test
Appendix Ⅳ Post-test
Acknowledgement
The list of the research papers published by author



本文編號(hào)：3113760