現(xiàn)代教育技術(shù)和理念的發(fā)展對(duì)傳統(tǒng)的高中課堂教學(xué)產(chǎn)生了巨大影響。在當(dāng)下的教學(xué)改革中,“翻轉(zhuǎn)課堂”作為一種新的課堂教學(xué)模式和組織形式,是否能有效地運(yùn)用于高中英語(yǔ)口語(yǔ)教學(xué)已成為一個(gè)具有實(shí)踐和理論意義的新課題。本論文在獨(dú)立學(xué)習(xí)理論指導(dǎo)下,結(jié)合建構(gòu)主義、人本主義和多元智能理論,對(duì)翻轉(zhuǎn)課堂在高中英語(yǔ)口語(yǔ)教學(xué)中的應(yīng)用問(wèn)題進(jìn)行研究。論文以三個(gè)問(wèn)題為出發(fā)點(diǎn):（1）學(xué)生對(duì)翻轉(zhuǎn)課堂教學(xué)模式的看法是什么?（2）翻轉(zhuǎn)課堂教學(xué)能否提高學(xué)生的英語(yǔ)口語(yǔ)水平?（3）學(xué)生的學(xué)習(xí)自主性對(duì)高中英語(yǔ)口語(yǔ)課堂教學(xué)有何影響?試圖從實(shí)踐和理論兩方面獲得翻轉(zhuǎn)課堂教學(xué)法在高中英語(yǔ)口語(yǔ)教學(xué)中的實(shí)際作用情況。論文在對(duì)兩個(gè)施行不同教學(xué)方法的同年級(jí)教學(xué)班長(zhǎng)達(dá)一學(xué)期的實(shí)驗(yàn)教學(xué)的基礎(chǔ)上,通過(guò)包括問(wèn)卷、口語(yǔ)預(yù)測(cè)試、期終測(cè)試和普通口試等試驗(yàn)手段,并運(yùn)用SPSS 13.0分析和核算數(shù)據(jù),發(fā)現(xiàn)在高中英語(yǔ)口語(yǔ)課教學(xué)中適當(dāng)運(yùn)用翻轉(zhuǎn)課堂教學(xué)法,學(xué)生對(duì)學(xué)習(xí)口語(yǔ)的態(tài)度會(huì)變得更加積極,英語(yǔ)口語(yǔ)能力也會(huì)得到較大提高。這也符合獨(dú)立學(xué)習(xí)理論的教與學(xué)的宗旨,而根據(jù)獨(dú)立學(xué)習(xí)理論,教師應(yīng)有的放矢地設(shè)計(jì)或改編合適的在線課程、教學(xué)程序,以方便學(xué)生在課前、課后或回到家中進(jìn)行學(xué)習(xí)。教師還應(yīng)... 

【文章來(lái)源】：河北大學(xué)河北省

【文章頁(yè)數(shù)】：81 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
abstract
Chapter1 Introduction
    1.1 Research Background
    1.2 Research Significance
    1.3 Layout of the Thesis
Chapter2 Literature Review
    2.1 Overview of Flipped Classroom
        2.1.1 The Definition of Flipped Classroom
        2.1.2 Four Aspects of Flipped Classroom
    2.2 Research Status of Flipped Classroom at Home and Abroad
        2.2.1 Status of Foreign Research
        2.2.2 Status of Domestic Research
        2.2.3 Review of Research Status at Home and Abroad
Chapter3 Theoretical Framework
    3.1 Independent Learning Theory
    3.2 Constructivism
    3.3 Humanism Learning Theory
    3.4 Multiple Intelligence Theory
Chapter4 Research Methods
    4.1 Research Problem
    4.2 Research Object
    4.3 Research Tools
        4.3.1 Questionnaire
        4.3.2 Oral Test
        4.3.3 Interview
        4.3.4 Classroom Observation
    4.4 Experimental Preparation
    4.5 Experimental Procedure
        4.5.1 Teaching Process
        4.5.2 An Example Lesson Plan
    4.6 Data Collection and Analysis
        4.6.1 Data Collection
        4.6.2 Data Analysis
Chapter5 Results and Discussion
    5.1 The Effect of Flipping Classes on Students’Learning Oral Attitude
        5.1.1 Questionnaire Results and Analysis
        5.1.2 Interview Results and Classroom Observation
    5.2 Effect of Flipped Classroom Teaching on Students'Oral English
        5.2.1 Score Results and Analysis of Pre-test Speaking Tests
        5.2.2 Results and Analysis of Post-test English Oral Tests
Chapter6 Conclusion
    6.1 The Main Conclusion of the Study
    6.2 Limitations of Research and Suggestions for Future Research
        6.2.1 Limitations of Research
        6.2.2 Suggestions for Future Research
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Acknowledgements



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