本文選題：翻轉(zhuǎn)課堂 + 大學(xué)英語口語教學(xué)　； 參考：《長江大學(xué)》2017年碩士論文

【摘要】：根據(jù)《大學(xué)英語課程教學(xué)要求》,大學(xué)英語的教學(xué)目標(biāo)是培養(yǎng)學(xué)生的英語綜合應(yīng)用能力,特別是聽說能力,使他們?cè)诮窈髮W(xué)習(xí)、工作和社會(huì)交往中能用英語有效地進(jìn)行交際;大學(xué)英語課程的設(shè)計(jì)應(yīng)充分考慮聽說能力培養(yǎng)的要求,應(yīng)大量使用先進(jìn)的信息技術(shù),開發(fā)和建設(shè)各種基于計(jì)算機(jī)和網(wǎng)絡(luò)的課程,為學(xué)生提供良好的語言學(xué)習(xí)環(huán)境與條件。盡管多年來我國的大學(xué)英語口語教學(xué)取得了顯著的成績,但是口語教學(xué)仍然是我國大學(xué)英語教學(xué)中的薄弱環(huán)節(jié),學(xué)生間很少有機(jī)會(huì)用口語進(jìn)行交流。隨著我國教育信息化的不斷發(fā)展,傳統(tǒng)的教學(xué)模式已難以適應(yīng)新型課堂教學(xué)的要求。在這種背景下,“翻轉(zhuǎn)課堂”應(yīng)運(yùn)而生�！胺D(zhuǎn)課堂”指重新調(diào)整課堂內(nèi)外的時(shí)間。它強(qiáng)調(diào)激發(fā)學(xué)生的學(xué)習(xí)興趣,培養(yǎng)學(xué)生的自主學(xué)習(xí)能力和合作探究能力,翻轉(zhuǎn)課堂的這些特征都迎合了新課程改革的要求。因此,本文想借助翻轉(zhuǎn)課堂這一全新教學(xué)模式,運(yùn)用行動(dòng)研究法,配合使用測(cè)試,問卷調(diào)查,訪談和教師日志等多種研究工具對(duì)翻轉(zhuǎn)課堂在大學(xué)英語口語教學(xué)中的應(yīng)用進(jìn)行行動(dòng)研究,以期探索全新教學(xué)模式,激發(fā)大學(xué)生口語學(xué)習(xí)興趣;提高學(xué)生的口語水平能力,讓學(xué)生能夠用所學(xué)的知識(shí)說話。文章采用定性與定量研究相結(jié)合的研究方法,研究數(shù)據(jù)以試卷分析為主,訪談,教師日志為輔。本研究采用行動(dòng)研究法,針對(duì)45名公共事業(yè)管理專業(yè)大一新生實(shí)施了大學(xué)英語口語翻轉(zhuǎn)課堂教學(xué)行動(dòng)研究,配合使用測(cè)試、問卷、訪談和教師日志等研究工具,試圖回答三個(gè)研究問題:大學(xué)英語口語翻轉(zhuǎn)課堂教學(xué)模式是否有利于學(xué)生學(xué)習(xí)掌握并運(yùn)用口語知識(shí)進(jìn)而提高成績?大學(xué)英語口語翻轉(zhuǎn)課堂教學(xué)模式是否能提高學(xué)生學(xué)習(xí)興趣并降低學(xué)習(xí)焦慮感,增強(qiáng)學(xué)習(xí)自信?翻轉(zhuǎn)課堂實(shí)施大學(xué)英語口語教學(xué)過程中存在什么問題?怎樣改進(jìn)才利于提升大學(xué)英語口語教學(xué)的課堂效率?本研究包括三輪行動(dòng)研究,整個(gè)行動(dòng)共持續(xù)3個(gè)月,實(shí)施口語翻轉(zhuǎn)課堂教學(xué)模式共計(jì)12學(xué)時(shí)。根據(jù)Kemmis and McTaggart提出的行動(dòng)研究步驟,每一輪行動(dòng)研究均按四個(gè)步驟進(jìn)行:計(jì)劃、實(shí)施、觀察、反思。通過分析測(cè)試成績、學(xué)生訪談結(jié)果、教師日志和學(xué)生互評(píng)表,本研究結(jié)果表明:大學(xué)英語口語翻轉(zhuǎn)課堂教學(xué)能夠提高學(xué)生的英語口語成績,增加學(xué)生英語口語學(xué)習(xí)興趣,減少焦慮并增強(qiáng)自信。根據(jù)實(shí)施翻轉(zhuǎn)課堂教學(xué)班級(jí)學(xué)生前后測(cè)成績進(jìn)行相關(guān)系數(shù)分析,學(xué)生前測(cè)平均分為70.3分,后測(cè)平均分為88.8分,在配對(duì)樣本t檢驗(yàn)中,Sig.(2-tailed)為0.000,小于0.05,表明實(shí)驗(yàn)班級(jí)前后測(cè)口語成績上存在顯著性差異,學(xué)生英語口語成績顯著提高。通過訪談及教師日志,了解到大學(xué)英語口語翻轉(zhuǎn)課堂教學(xué)模式加強(qiáng)了學(xué)生口語學(xué)習(xí)興趣,減少焦慮并加強(qiáng)了自信。盡管當(dāng)下翻轉(zhuǎn)課堂教學(xué)研究己經(jīng)比較成熟,但是并沒有形成完善的框架。本研究提出的大學(xué)英語口語翻轉(zhuǎn)課堂教學(xué)模式雖是基于前人的研究發(fā)展而來,但這一模式還有待更多的實(shí)踐檢驗(yàn)。另外,由于實(shí)施對(duì)象的局限性以及時(shí)間和精力有限,研究者不能選擇更大的樣本進(jìn)行量表的信度和效度檢驗(yàn),因而,研究工具的精確性會(huì)使量化數(shù)據(jù)說服力不夠。基于此,研究者還需要繼續(xù)通過教學(xué)實(shí)踐來發(fā)現(xiàn)教學(xué)模式的缺陷,進(jìn)而完善其結(jié)構(gòu)和內(nèi)容。本研究只以湖北理工學(xué)院大一某一個(gè)班級(jí)新生英語口語教學(xué)為例,未來的研究需要在更多班級(jí)更多課型中進(jìn)行設(shè)計(jì)方法的探索。
[Abstract]:According to the teaching requirements of College English courses, the goal of College English teaching is to cultivate students' Comprehensive English application ability, especially the ability of listening and speaking, so that they can communicate effectively in the future study, work and social communication. The design of College English courses should take full account of the requirements of the training of listening and speaking ability, and should be used in a large amount. Advanced information technology, development and construction of various courses based on computer and network, provide good language learning environment and conditions for students. Although many years have made remarkable achievements in oral English Teaching in our country, oral teaching is still a weak link in the teaching of College English in our country. There are few opportunities for students to use. With the continuous development of the educational information in our country, the traditional teaching mode has been difficult to meet the requirements of the new class teaching. Under this background, the "flipped class" emerges as the times require. The "flipped class" refers to the readjustment of the time inside and outside the classroom. It emphasizes the interest in learning and the students' self-learning ability. These features all cater to the requirements of the new curriculum reform. Therefore, this paper wants to use the new teaching model, using the action research method, with the use of test, questionnaire, interview and teacher's log, to use the new teaching model in the flipping class, and the application of a variety of research tools, such as the use of test, questionnaire, interview and teacher's log, to the oral English Teaching in the college. Carry out action research, in order to explore new teaching mode, stimulate students' interest in oral English learning, improve students' oral proficiency, and let students speak with their knowledge. The article adopts the research method combining qualitative and quantitative research, research data is based on test paper analysis, interview, and teacher's log is supplemented. This study adopts action. The research method, aiming at 45 major freshmen of public service management, carried out the action research on the College English oral English reversal classroom teaching, combined with the use of test, questionnaire, interview and teacher's log, and tried to answer three research questions: whether the teaching model of the English oral English reversal classroom is beneficial to the students to learn and use oral English Knowledge and further improvement? Does the overturn classroom teaching model of spoken English improve students' interest in learning and reduce learning anxiety and self-confidence? What are the problems in the process of College English oral English teaching and how to improve the classroom efficiency of college oral English teaching? This study includes three The whole operation lasted for 3 months, and the whole operation lasted for 3 months. The teaching mode was 12 hours. According to the action research steps proposed by Kemmis and, each round of action research was carried out in four steps: plan, implementation, observation, reflection. The results of this study show that the overturned classroom teaching of oral English can improve students' oral English performance, increase students' interest in oral English learning, reduce anxiety and enhance self-confidence. According to the correlation coefficient analysis, the average of students' pre test scores is divided into 70.3 points, and the posttest is divided into 88.8. In the paired sample t test, Sig. (2-tailed) is 0 and less than 0.05. It shows that there are significant differences in oral English test results before and after the experimental class, and the students' oral English performance has been significantly improved. Through interview and teacher's log, the English oral English reversal classroom teaching mode has been found to enhance students' interest in oral English learning, reduce anxiety and strengthen In spite of the maturity of the present study on the overturned classroom teaching, there is no perfect framework. The study proposed by this study is based on the research and development of previous studies, but this model needs more practical test. The researchers can not choose a larger sample to test the reliability and validity of the scale. Therefore, the accuracy of the research tool will make the quantitative data less convincing. Based on this, the researchers need to continue to find out the defects of the teaching model through teaching practice, and then improve their structure and content. This research is only based on Hubei science and engineering. For example, a freshman oral English Teaching in a freshman class is required to explore the design method in more classes in future classes.

【學(xué)位授予單位】：長江大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3;G434

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