近年來,教育部開始強調(diào)教育信息化的重要性。教育部印發(fā)了《加快推進教育現(xiàn)代化實施方案（2018—2022年）》,提出“加快信息化時代教育變革,推動教育組織形式和管理模式的變革創(chuàng)新,以信息化推進教育現(xiàn)代化”的戰(zhàn)略任務(wù)。近年來,課堂教學(xué)與網(wǎng)絡(luò)教學(xué)相結(jié)合已經(jīng)成為高校實現(xiàn)教育改革的重要實踐方式�；旌鲜浇虒W(xué)從教師主導(dǎo)出發(fā),關(guān)注如何幫助學(xué)生獲得最優(yōu)化的學(xué)習(xí)效果。網(wǎng)上和網(wǎng)下相結(jié)合的教學(xué)方式給高校教師帶來了職業(yè)發(fā)展機遇,但同時也給他們帶來了挑戰(zhàn)。他們需要更新自己的教學(xué)理念,教學(xué)模式,教學(xué)評價并及時反思自己如何在新時代高等教育中追尋發(fā)展。本研究旨在研究基于慕課的混合式教學(xué)中高校英語教師的教學(xué)能力的發(fā)展,從而為高校老師實施混合式教學(xué)提供意見。本研究對河北省某高校參與混合式教學(xué)的英語老師實施調(diào)查。通過對老師的課堂觀察,訪談以及學(xué)生的問卷和訪談,全方位地了解在實施基于慕課的混合式教學(xué)中老師的教學(xué)能力的發(fā)展。研究發(fā)現(xiàn)老師們的教學(xué)設(shè)計能力、教學(xué)實施能力和教學(xué)評價能力都有提升,但是其中也有一些小的方面,例如正確使用教材的能力、因材施教的能力,提問技巧沒有很大提升。其次,老師們對于混合式教學(xué)也有一些疑惑,包括學(xué)生自主學(xué)... 

【文章來源】：河北師范大學(xué)河北省

【文章頁數(shù)】：74 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
ChapterⅠ Introduction
    1.1 Background of the study
    1.2 Aim and significance of the study
    1.3 Structure of the thesis
ChapterⅡ Literature Review
    2.1 Blended teaching
        2.1.1 MOOC-based blended teaching
        2.1.2 Previous studies on blended teaching
    2.2 Teaching ability
        2.2.1 The definition of teaching ability
        2.2.2 Previous studies on teaching ability
    2.3 The relevant theories
        2.3.1 Teachers’professional development
        2.3.2 The constructivism theory
    2.4 Summary
ChapterⅢ Methodology
    3.1 Research questions
    3.2 Subjects
    3.3 Research instruments
        3.3.1 Interviews
        3.3.2 Class observation
        3.3.3 Questionnaire
    3.4 Procedures
    3.5 Data analysis
ChapterⅣ Results and Discussions
    4.1 The development of teachers’teaching ability of instructional design
        4.1.1 The development of the ability of understanding students
        4.1.2 The development of the ability of identifying instructional goals
        4.1.3 The development of the ability of using textbook properly
        4.1.4 The development of the ability of designing teaching plan
    4.2 The development of teachers’teaching ability of teaching implementation
        4.2.1 The development of ability of selecting and applying teaching methods
        4.2.2 The development of ability of teaching students in accordance with aptitude
        4.2.3 The development of ability of organizing class
        4.2.4 The development of ability of using teaching skills
    4.3 The development of teachers’ability of assessment
        4.3.1 The development of teachers’ability of assessing students’learning
        4.3.2 The development of teachers’ability of assessing their own teaching
    4.4 The teachers’difficulties and needs in carrying out the MOOC-based blended teaching
ChapterⅤ Conclusion
    5.1 Major findings of study
    5.2 The implications of the study
    5.3 Limitations of the study and suggestions for future study
Bibliography
Appendix A Teachers’Interview
Appendix B Students’Interview
Appendix C Classroom Observation Scale
Appendix D Students’Questionnaire
Acknowledgements



本文編號：3035997