自英語新課改以來,閱讀理解在高中英語教學中占據(jù)著越來越重要的地位。英語閱讀是學生獲取信息的重要渠道,同時也可以增加學生的英語語言知識和擴大學生的英語詞匯量。英語閱讀水平是衡量學生英語綜合能力的一個較為全面和重要的因素。然而,在實際的英語閱讀課當中仍然存在一系列的問題。主要表現(xiàn)在:大部分學生被動的接受知識,對英語閱讀沒有興趣,教師和學生之間缺乏互動。已有研究表明翻轉(zhuǎn)課堂可以突破傳統(tǒng)教學的局限,強調(diào)學生的主體性,讓學生掌握學習的主動權,滿足學生的個性化需求,為教育改革提供新的思路和靈感。本論文試圖將微信與翻轉(zhuǎn)課堂結合起來,使翻轉(zhuǎn)課堂接近學生的日常體驗,以激發(fā)高中學生的英語閱讀興趣,培養(yǎng)學生的自主學習能力,進而提高學生的英語閱讀成績的目的。本文將基于微信的翻轉(zhuǎn)課堂教學運用到高中英語閱讀課中,嘗試回答以下三個問題:1.在基于微信的高中英語閱讀翻轉(zhuǎn)課堂中,學生的閱讀興趣、閱讀習慣、課堂參與度有什么樣的變化?2.基于微信的翻轉(zhuǎn)課堂教學對高中生的英語閱讀成績有什么影響?3.在高中英語閱讀課中,學生如何評價基于微信的翻轉(zhuǎn)課堂教學?本文對遼寧省營口市鲅魚圈某高級中學高一年級兩個平行班的100名同學進行了... 

【文章來源】：遼寧師范大學遼寧省

【文章頁數(shù)】：87 頁

【學位級別】：碩士

【文章目錄】：
摘要
Abstract
1 Introduction
    1.1 Background of the Research
    1.2 Purpose and Significance of the Research
    1.3 Organization of the Thesis
2 Literature Review
    2.1 Overview of Flipped Classrooms
        2.1.1 The Definitions of Flipped Classrooms
        2.1.2 Elements of the Flipped Classroom Teaching
        2.1.3 Features of the Flipped Classroom Teaching
        2.1.4 Relevant Studies on the Flipped Classrooms Abroad
        2.1.5 Relevant Studies on the Flipped Classrooms at Home
    2.2 Relevant Studies on WeChat-Based-Flipped Classroom Teaching at Home
        2.2.1 The Application of WeChat-Based-Flipped Classroom Teaching
        2.2.2 Studies on the WeChat-Based-Flipped Classroom Teaching in Senior HighSchool English Reading Class
    2.3 Theoretical Foundations
        2.3.1 Constructivism
        2.3.2 Cooperative Learning Theory
        2.3.3 Autonomous Learning Theory
        2.3.4 Relationships between WeChat-Based-Flipped Classroom Teaching and ItsTheoretical Foundations
3 Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaires
        3.3.2 Tests: Pre-test and Post-test
        3.3.3 Interviews
    3.4 Research Procedures
        3.4.1 Preparation
        3.4.2 Experiment
    3.5 Data Collection
4 Data Analysis and Discussions
    4.1 Analysis of Questionnaires
        4.1.1 Analysis of Questionnaire before the Experiment
        4.1.2 Analysis of Questionnaire after the Experiment
    4.2 Analysis of Tests
        4.2.1 The Pre-test in the Experimental Class and Control class
        4.2.2 Analysis of the Pre-test and Post-test in the Control Class
        4.2.3 Analysis of the Pre-test and Post-test in the Experimental Class
        4.2.4 The Post-test in the Experimental Class and Control Class
    4.3 Analysis of Interviews
    4.4 Discussions
5 Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations of the study
    5.4 Suggestions for Future Study
References
Appendix A Questionnaire Ⅰ
Appendix B Questionnaire Ⅱ
Appendix C Pre-test of Reading Comprehension
Appendix D Post-test of Reading Comprehension
Appendix E The Scores of Pre-test and Post-test in EC
Appendix F The Scores of Pre-test and Post-test in CC
Appendix G Interviews
Acknowledgements



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