本文選題：混合學習 + 高中英語寫作　； 參考：《山東師范大學》2011年碩士論文

【摘要】：混合學習(Blended Learning, BL),從數(shù)字化學習(E-Learning)演化而來,是指綜合運用不同的學習理論、不同的技術(shù)和手段以及不同的應(yīng)用方式來實施教學的一種策略,它通過有機整合面對面的課堂學習和在線學習這兩種典型教學形式,有效克服傳統(tǒng)課堂教學中以教師為中心、學生被動學習等諸多弊端,也能彌補數(shù)字化學習使用范圍小等不足,從而實現(xiàn)以學生為主體的高效課堂,成為當前信息通信技術(shù)應(yīng)用的主要趨勢。 高中英語課程應(yīng)注重提高學生用英語進行思維和書面表達的能力。然而,寫作教學一直是英語教學中的薄弱環(huán)節(jié),普遍存在“聽到寫作學生心煩,見到習作教師頭痛”的現(xiàn)象。造成這一現(xiàn)象的主要原因為,在傳統(tǒng)寫作教學中存在以下突出問題:第一,寫作課既費時,又很難讓學生及時體會到成功的快樂;第二,教師采用的寫作教學法很難充分調(diào)動學生的興趣,不利于培養(yǎng)學生的積極性與合作意識。如何改進英語寫作教學和提高學生的英語寫作能力已經(jīng)成為亟待解決的問題。 目前在我國尚無將混合學習應(yīng)用在高中英語寫作教學中的實證研究,基于這個背景,筆者選擇了本研究題目。本文在文獻綜述的基礎(chǔ)上,將混合學習模式應(yīng)用到高中英語寫作教學中,針對高一學生英語學習的特點設(shè)計出了適合寫作教學的混合學習模式,并進行了一學期的實驗研究。首先,本文介紹了混合學習的定義與內(nèi)涵、混合學習研究的理論基礎(chǔ)等,對高中英語寫作教學現(xiàn)狀進行分析并指出當前寫作教學中存在的不足。然后,主要介紹開展混合學習之前的準備工作,同時也是教學實施中的關(guān)鍵環(huán)節(jié):對學習者的特征進行分析,以了解學習者的特點;設(shè)定教學目標和教學單元;完成學習活動的設(shè)計;設(shè)計教學評價。本文選取沾化縣第二中學10級高一入學新生作為實驗對象,采用在線學習+課堂面授+同伴互助學習的混合教學模式,設(shè)計了詳細的教學案例,進行新模式下英語寫作教學的有效性研究。實驗結(jié)果證明,新模式的教學質(zhì)量比原有模式的教學質(zhì)量有了一定的提高,新模式的應(yīng)用提高了學習者自主學習和協(xié)作學習能力,真正實現(xiàn)了以教師為主導(dǎo)、學習者為主體的學習方式。最后,本文就進一步的寫作課混合學習模式研究提出了一些建議。 論文研究表明混合學習是改善我國高中英語寫作教學效果不佳的有效途徑之一。研究混合學習的應(yīng)用情況對于我國積極開展高中英語教學改革的現(xiàn)況有重要的參考價值和實際意義。
[Abstract]:Mixed learning, Blended learning, evolved from digital learning (E-Learning). It refers to a strategy that synthetically applies different learning theories, different techniques and means, and different application ways to implement teaching. By organically integrating face-to-face classroom learning and online learning, it effectively overcomes the disadvantages of teacher-centered and passive learning in traditional classroom teaching. It can also make up for the deficiency of the small range of digital learning, so as to realize the effective classroom with students as the main body, which has become the main trend of the application of information and communication technology. High school English curriculum should focus on improving students' ability of thinking and writing in English. However, writing teaching has always been a weak link in English teaching. The main causes of this phenomenon are the following outstanding problems in traditional writing teaching: first, writing classes are time-consuming and difficult for students to realize the happiness of success in time; second, The writing teaching method adopted by teachers is difficult to arouse students' interest, which is not conducive to cultivating students' enthusiasm and cooperation consciousness. How to improve English writing teaching and improve students' English writing ability has become an urgent problem. At present, there is no empirical study on the application of mixed learning in senior English writing teaching in China. Based on this background, the author chooses the topic of this study. Based on the literature review, this paper applies the mixed learning model to the teaching of English writing in senior high school. According to the characteristics of senior high school students' English learning, this paper designs a mixed learning model suitable for writing teaching, and carries out an experimental study for one semester. First of all, this paper introduces the definition and connotation of mixed learning, the theoretical basis of mixed learning, analyzes the present situation of English writing teaching in senior high school and points out the shortcomings of the current writing teaching. Then, it mainly introduces the preparation work before the development of mixed learning, and it is also the key link in the implementation of teaching: to analyze the characteristics of learners, to understand the characteristics of learners, to set teaching objectives and teaching units; Complete the design of learning activities; design teaching evaluation. This paper selects the freshmen of Grade 10 of Zhanhua No. 2 Middle School as the experimental object, and designs a detailed teaching case by adopting the mixed teaching mode of face-to-face peer learning in the online learning class. This paper studies the effectiveness of English writing teaching under the new model. The experimental results show that the teaching quality of the new model is better than that of the original model, and the application of the new model improves the learner's ability of autonomous learning and collaborative learning, and realizes the teacher-oriented approach. Learner-oriented learning style. Finally, this paper puts forward some suggestions on the further study of the mixed learning mode of writing class. The study shows that mixed learning is one of the effective ways to improve the teaching effect of English writing in senior high school. The study on the application of mixed learning has important reference value and practical significance for the active development of English teaching reform in senior high school in China.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2011
【分類號】：G434;G633.41

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本文編號：1991456