經濟的發(fā)展和科技的進步促進了教育的革新,也對高等教育培養(yǎng)的人才的英語能力水平提出了更高的要求。而外語焦慮作為影響大學生英語學習的主要情感因素,長期以來影響著英語課堂的教學效果。在高職院校,英語課堂氣氛普遍不活躍,教學模式陳舊,教材枯燥,教學效果不佳,教學改革迫在眉睫。在改革和創(chuàng)新的摸索過程中,許多依托于新技術(尤其是與互聯網技術)的教育模式和方法不斷產生。翻轉課堂,一種新興的教學模式,正如雨后春筍般涌現出來,是當前高等學校英語教學的發(fā)展方向,它顛覆了傳統(tǒng)“課上講授,課下復習”教學模式,采用“課前預習-發(fā)現問題”、“課上指導-解決問題”以及“課后復習-鞏固知識”的教學模式,將更多的主動權交給學生,提高學生參與課堂教學的積極性,促使學生深入理解知識點,提高學習效率,充分體現“學生為中心”的教學理念。本文以高職院校學生為實驗對象,通過問卷、個人訪談、口語測試和試卷調查高職學生在公共英語課堂上開展“翻轉教學”前后,對英語學科的興趣、英語水平和課堂焦慮變化情況。在得出具體數據的基礎上,通過分析得出結論:1、與傳統(tǒng)的課堂教學相比,翻轉課堂教學更有助于提高學生的英語水平,尤其是聽力和口語方面的熟練程...

【文章頁數】：116 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
摘要
Abstract
Chapter I Introduction
    1.1 Research Background
    1.2 Significance of the Study
    1.3 Organization of the Thesis
Chapter II Literature Review
    2.1 Vocational College and English Teaching
        2.1.1 Vocational Colleges
        2.1.2 Vocational Colleges English Teaching
    2.2 Foreign Language Anxiety
        2.2.1 Definitions of Foreign Language Anxiety
        2.2.2 Contributing factors of the Foreign Language Anxiety
        2.2.3 Relevant Studies on FLCA
            2.2.3.1 Relevant Studies on FLCAAbroad
            2.2.3.2 Relevant Studies on FLCA at Home
    2.3 The Flipped Classroom Mode
        2.3.1 Connotation of Flipped Classroom Model
        2.3.2 Characteristics of Flipped Classroom Model
        2.3.3 Flipped Classroom Model and College English Teaching
        2.3.4 Relevant Studies Abroad
        2.3.5 Relevant Studies at Home
Chapter III Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Foreign Language Classroom Anxiety Scale
        3.3.2 The Test Paper
        3.3.3 SPSS 24.0
        3.3.4 Oral English Testing
        3.3.5 Group Study Log and Study Group
        3.3.6 Personal Study Log
    3.4 Research Procedures
        3.4.1 Pre-tests
        3.4.2 Implementation of the Experiment
            3.4.2.1 Experimental Group — the Flipped Classroom Mode
                3.4.2.1.1 Setting of Flipped Classroom Teaching Process
                3.4.2.1.2 Preparation before Class
                3.4.2.1.3 Group Study and Personal Study before Class
                3.4.2.1.4 Activities in the Class
                3.4.2.1.5 Evaluation and Consolidation of Teaching Effectiveness
                3.4.2.1.6 Assignment
            3.4.2.2 Control Group — Traditional Mode
        3.4.3 First-Semester-Mid-Tests
        3.4.4 Mid-test
        3.4.5 Second-Semester-Mid-tests
        3.4.6 Post-tests
        3.4.7 Personal Interview
    3.5 Data Collection and Analysis
        3.5.1 Data Collection
        3.5.2 Data Analysis
Chapter IV Results and Discussion
    4.1 Effect of Flipped Classroom Mode in College English Teaching
        4.1.1 Results of Pre-test
        4.1.2 Results of Mid-test
        4.1.3 Results of Personal Interview
        4.1.4 Results of Oral English Test
        4.1.5 Results of Post-test
    4.2 Differences in Anxiety Levels between Traditional and Flipped ClassroomMode
        4.2.1 Differences in Anxiety Levels Indicated by Inter-group Comparison ofPre- and Post-FLCAS
            4.2.1.1 Results of Pre-FLCAS
            4.2.1.2 Results of Post-FLCAS
    4.3 Dynamic Changes in the Anxiety Level in the Flipped ClassroomMode
        4.3.1 Results of Pre-, First-Semester-Mid-, Mid-, Second-Semester-Mid andPost-FLCAS
    4.4 Correlation between Anxiety Level and Language Achievement in FlippedClassroom Mode
Chapter V Suggestion to Reduce Learner Anxiety
    5.1 Produce Relaxing and Pleasant Learning Atmosphere
    5.2 Change Learner’s Beliefs about Language Learning
Chapter VI Conclusion
    6.1 Summary of Major Findings
    6.2 Pedagogical Implications
    6.3 Limitation of the Study and Recommendations for Future Research
Reference
AppendixesⅠ
Appendix Ⅱ Pre-test paper
Appendix Ⅲ Post-test paper
Appendix Ⅳ Post-test paper
Appendix Ⅴ
Appendix Ⅵ
Appendix Ⅶ
攻讀碩士學位論文發(fā)表成果



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