隨著基礎(chǔ)教育的發(fā)展和考試制度的改革,單純的課堂教學(xué)難以滿足學(xué)生的學(xué)習(xí)需求。因此,課外線下輔導(dǎo)逐漸進入了大眾的視野,成為社會一種很普遍的現(xiàn)象。信息技術(shù)的革新促進了互聯(lián)網(wǎng)的發(fā)展以及“互聯(lián)網(wǎng)+教育”概念的提出,使得課外輔導(dǎo)也從線下轉(zhuǎn)移到了線上。然而,對于課外線上輔導(dǎo)出現(xiàn)的問題相關(guān)研究較少,因此,加強在此方面的相關(guān)研究很有必要。本次研究以建構(gòu)主義學(xué)習(xí)理論和聯(lián)通主義學(xué)習(xí)理論作為理論支撐,旨在探究“互聯(lián)網(wǎng)+教育”背景下參與課外線上輔導(dǎo)的初中生英語學(xué)習(xí)現(xiàn)狀,擬從以下三個方面進行研究:問題1:參與課外線上輔導(dǎo)的初中生總體情況如何?問題2:在參與課外線上輔導(dǎo)過程中,高分組學(xué)生和低分組學(xué)生在線上課堂參與度方面有哪些不同?問題3:在參與課外線上輔導(dǎo)過程中,高分組學(xué)生和低分組學(xué)生在非智力因素方面有哪些不同?作者從課外線上輔導(dǎo)平臺A九年級的學(xué)生中隨機選取200名學(xué)生以及他們的家長作為研究對象,他們在參與課外線上輔導(dǎo)之前的英語水平基本相同。采取問卷調(diào)查、訪談、測試等研究工具來收集數(shù)據(jù)。其數(shù)據(jù)運用SPSS軟件進行統(tǒng)計分析。調(diào)查結(jié)果發(fā)現(xiàn):（1）總體來看,大多數(shù)家長和學(xué)生對課外線上輔導(dǎo)評價較高。家長認(rèn)為,互聯(lián)網(wǎng)在課外輔... 

【文章來源】：渤海大學(xué)遼寧省

【文章頁數(shù)】：93 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Significance and Purpose
    1.3 Overall structure of the thesis
Chapter Two Literature Review
    2.1 Review of“Internet+Education”
        2.1.1 Definition of“Internet+Education”
        2.1.2 Development of“Internet+Education”
        2.1.3 Definition of extracurricular online tutoring
    2.2 Theoretical basis
        2.2.1 Constructivism Learning Theory
        2.2.2 Connectivism Learning Theory
    2.3 Student engagement
        2.3.1 Definition of student engagement
        2.3.2 Classification of student engagement
    2.4 Non-intellectual factors
        2.4.1 Definition of non-intellectual factors
        2.4.2 Function of non-intellectual factors
    2.5 Previous Studies on extracurricular online tutoring
        2.5.1 Previous Studies on extracurricular online tutoring abroad
        2.5.2 Previous Studies on extracurricular online tutoring at home
    2.6 Summary
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
        3.3.1 Questionnaires
        3.3.2 Tests
        3.3.3 Interview
    3.4 Research Procedures
        3.4.1 Pilot study
        3.4.2 Questionnaires
        3.4.3 Tests
        3.4.4 Interview conduction
        3.4.5 Data collection
    3.5 Summary
Chapter Four Data Analysis and Discussion
    4.1 Analysis and Discussion on Research Question One
        4.1.1 Analysis and Discussion on Questionnaire I
        4.1.2 Analysis and Discussion on Questionnaire II
    4.2 Analysis and Discussion on Research Question Two
        4.2.1 Results and Analysis of behavioral engagements
        4.2.2 Results and Analysis of cognitive engagements
        4.2.3 Results and Analysis of affective engagements
        4.2.4 Analysis and Discussion of interview
    4.3 Data analysis and Discussion on Research Question Three
        4.3.1 Results and Analysis of motivations and interests
        4.3.2 Results and Analysis of learning styles and strategies
        4.3.3 Results and Analysis of learning attitudes and characteristics
        4.3.4 Results and Analysis of anxiety and learning difficulties
        4.3.5 Analysis and Discussion of interview
    4.4 Conclusion
Chapter Five Conclusion
    5.1 Major findings
        5.1.1 Major findings of Research Question One
        5.1.2 Major findings of Research Question Two
        5.1.3 Major findings of Research Question Three
    5.2 Implications
    5.3 Limitation of the research
    5.4 Suggestions for future study
References
Appendix Ⅰ: Questionnaire Ⅰ on the Basic Information of Students Engaging inExtracurricular Online Tutoring
Appendix Ⅱ: Questionnaire Ⅱ on the Basic Information of Students Engaging inExtracurricular Online Tutoring
Appendix Ⅲ: Questionnaire on the Students’ Engagement of ExtracurricularOnline Tutoring
Appendix Ⅳ: Questionnaire on the Impact of Extracurricular Online Tutoring onStudents’ Non-intellectual factors
Appendix Ⅴ: Test(Ⅰ)
Appendix Ⅵ:Test(Ⅱ)
Appendix Ⅶ: Interview Questions
Acknowledgements
The list of the research papers published by the author


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期刊論文
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碩士論文
[1]校園線上教育平臺設(shè)計與實現(xiàn)[D]. 李芝萱.吉林大學(xué) 2016
[2]“O2O（線上線下）教學(xué)模式”在地方高校思政課中的應(yīng)用研究[D]. 龔苑媛.廣西師范大學(xué) 2016
[3]重慶市中學(xué)生非智力因素現(xiàn)狀調(diào)查及對策研究[D]. 伏俊成.西南大學(xué) 2011



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