隨著全球化程度的不斷加深,英語作為國際語言,其重要性也越來越凸顯。國家需要具有較強英語綜合能力的外語人才,尤其是一些口語精湛的交際型人才。然而,中國現(xiàn)今的英語教學應試教育傾向明顯,大部分學校、教師和學生都偏向于重視對英語知識的教學和學習,卻忽視了英語口語的教學和練習,造成了“啞巴英語”的現(xiàn)象。翻轉(zhuǎn)課堂這一新型教學模式在2012年前后被引入中國,并應用于學科教學中,并在英語教學中取得了一定的成效,受到了廣大師生的認可。它顛倒了傳統(tǒng)課堂的教學流程,通過讓學生在課前觀看老師布置的視頻、閱讀相關教學資料來獲取知識;在課堂上,它再采用一系列的教學活動,如:小組合作、問題討論和師生互動,引導學生掌握并鞏固知識。這種借助技術的課前個性化學習和課中互動的教學活動的融合,既通過反復觀看學習內(nèi)容加強了學生們自定步調(diào)的學習,又將學生融入到一個通過合作而非僅靠聽來加強學習的環(huán)境中。在此背景之下,筆者閱讀研究大量國內(nèi)外相關文獻,結(jié)合我國的中職英語教學現(xiàn)狀,綜合運用問卷調(diào)查、教育實驗等多種研究方法,將翻轉(zhuǎn)課堂教學模式應用于中職英語口語教學中,以期提升職業(yè)中專生的英語口語水平,并通過教育實踐對其有效性進行驗證。本研... 

【文章來源】：西北師范大學甘肅省

【文章頁數(shù)】：69 頁

【學位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purpose and Significance
        1.2.1 Research Purpose
        1.2.2 Research Significance
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Studies on Flipped Classroom
        2.1.1.The Definition of Flipped Classroom
        2.1.2 The Characteristics of Flipped Classroom
        2.1.3 Studies on Flipped Classroom Abroad
        2.1.4 Studies on Flipped Classroom at Home
    2.2 Studies on Spoken English Teaching
        2.2.1 The Current Situation of Spoken English Teaching at Home
        2.2.2 Different Teaching Methods of Spoken English
        2.2.3 Studies on Spoken English Teaching in Secondary Vocational School
    2.3 Studies on Application of Flipped Classroom to Spoken English Teaching
        2.3.1 The Application of Flipped Classroom Abroad
        2.3.2 The Application of Flipped Classroom at Home
    2.4 Summary
Chapter Three Theoretical basis
    3.1 Constructivism Learning Theory
    3.2 Krashen's Input Hypothesis
    3.3 Autonomous learning
    3.4 The Mastery Learning Theory
    3.5 Summary
Chapter Four Methodology
    4.1 Research Questions
    4.2 Research Participants
    4.3 Research Instruments
        4.3.1 Pre-test and Post-test
        4.3.2 Pre-questionnaire and Post-questionnaire
        4.3.3 Interview
    4.4 Research Procedure
        4.4.1 Research Plan of Teaching Stages
        4.4.2 The Prepared Teaching Resources
        4.4.3 Teaching process
        4.4.4 A Sample Lesson Plan for Experimental Class
        4.4.5Teaching Procedures for Control Class
    4.5 Data Collection and Analysis
        4.5.1 Data Collection
        4.5.2 Data Analysis
Chapter Five Results and Discussion
    5.1 Results for Students’Spoken English Achievement
        5.1.1 Results and Discussion of Pre-test
        5.1.2 Results and Discussion of Post-test
    5.2 Results for Students’Learning Attitude to Spoken English Flipped Classroom
        5.2.1 Results and Discussion of Pre-questionnaire
        5.2.2 Results and Discussion of Post-questionnaire
        5.2.3 Results and Discussion of Interview
    5.3 Summary
Chapter six Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations and Suggestions
References
Appendix Ⅰ Pre-test
Appendix Ⅱ Post-test
Appendix Ⅲ Evaluation Standards
Appendix Ⅳ Pre-Questionnaire
Appendix Ⅴ Post-Questionnaire
Acknowledgements



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