翻轉(zhuǎn)學(xué)習(xí)在初中英語語法教學(xué)中的有效性研究
發(fā)布時(shí)間：2021-04-29 05:18
《義務(wù)教育英語課程標(biāo)準(zhǔn)》（2011年版）明確倡導(dǎo):英語課程的總目標(biāo)是通過英語學(xué)習(xí)使學(xué)生形成初步的綜合語言運(yùn)用能力,促進(jìn)心智發(fā)展,提高綜合人文素養(yǎng)。語言技能和語言知識(shí)是綜合語言運(yùn)用能力的基礎(chǔ),語法是語言知識(shí)中極其重要的一部分,在新課程改革背景下,語法教學(xué)不應(yīng)只是對(duì)語法知識(shí)機(jī)械講解和傳授,而應(yīng)該是有機(jī)結(jié)合語言的形式、內(nèi)容和交際功能,通過組織多種形式的學(xué)習(xí)活動(dòng)引導(dǎo)學(xué)生在自主學(xué)習(xí)和合作學(xué)習(xí)中理解并掌握語法規(guī)則,從而提高他們實(shí)際語言運(yùn)用能力。翻轉(zhuǎn)學(xué)習(xí)是信息技術(shù)和課程內(nèi)容深度融合的一種新型教學(xué)模式,因在美國和土耳其等國的成功實(shí)踐而備受關(guān)注。本研究嘗試將翻轉(zhuǎn)學(xué)習(xí)這一教學(xué)模式應(yīng)用于初中英語語法課,以期解決當(dāng)前傳統(tǒng)教學(xué)模式存在的“重知識(shí)傳授,輕能力培養(yǎng)”這一頑疾。本文意圖檢驗(yàn)翻轉(zhuǎn)學(xué)習(xí)在初中英語語法教學(xué)中的有效性,試圖回答以下三個(gè)問題:（1）翻轉(zhuǎn)學(xué)習(xí)對(duì)學(xué)生的語法學(xué)習(xí)自主性有什么影響?（2）翻轉(zhuǎn)學(xué)習(xí)對(duì)學(xué)生的語法知識(shí)和語法能力有哪些作用?（3）翻轉(zhuǎn)學(xué)習(xí)在多大程度上能夠?qū)Σ煌瑢W(xué)習(xí)風(fēng)格學(xué)生的學(xué)習(xí)自主性、語法知識(shí)和語法能力產(chǎn)生影響?基于以上問題,筆者在安慶市第四中學(xué)進(jìn)行了為期兩個(gè)月的教學(xué)實(shí)驗(yàn)。受試學(xué)生為兩個(gè)平行班共...
【文章來源】：安慶師范大學(xué)安徽省
【文章頁數(shù)】：84 頁
【學(xué)位級(jí)別】：碩士
【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
1.1 Research Background
1.2 Significance and Purpose of This Research
1.3 Overview of the Thesis
Chapter 2 Literature Review and Theoretical Framework
2.1 Related Research on Flipped Learning Abroad and at Home
2.1.1 Related Research Abroad
2.1.2 Related Research at Home
2.2 Theoretical Framework
2.2.1 Autonomous Learning Theory
2.2.2 Constructivist Theory
2.2.3 Blended Learning Theory
Chapter 3 Research Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Questionnaires
3.3.2 Tests
3.3.3 Interviews
3.4 Experimental Procedure
3.4.1 Pre-class Stage
3.4.2 During-class Stage
3.4.3 Post-class Stage
3.4.4 Data Analysis
Chapter 4 Results and Discussion
4.1 Results
4.1.1 Effects of Flipped Learning on Learner Autonomy in Grammar Learning
4.1.1.1 Differences in Learner Autonomy between EC and CC before the Experiment and after the Experiment
4.1.1.2 Differences in Learner Autonomy of EC before and after the Experiment
4.1.1.3 Differences in Learner Autonomy across Different Learning Styles between EC and CC
4.1.2 Effects of Flipped Learning on the Grammatical Competence and Performance of Students in the Flipped Classroom
4.1.2.1 Differences in Students' Grammatical Competence in the Grammar Test between EC and CC
4.1.2.2 Differences in Students' Grammatical Performance in the Speaking Test between EC and CC
4.1.2.3 Differences in Students' Grammatical Performance in the Writing Test between EC and CC
4.2 Discussion
4.2.1 Learner Autonomy in Flipped Learning
4.2.1.1 Positive Effects of Flipped Learning on Learner Autonomy
4.2.1.2 Aspects of Learner Autonomy that Deserve Attention and Solutions..
4.2.2 Students' Grammatical Competence and Performance in Flipped Learning
4.2.2.1 Students' Grammatical Competence in Flipped Learning
4.2.2.2 Students' Grammatical Performance in Flipped Learning
4.2.2.3 Effects of the Flipped Learning Model on Students' Grammatical Competence and Performance across Different Learning Styles
Chapter 5 Conclusion
5.1 Summary of the Present Study
5.2 Pedagogical Implications
5.3 Limitations of the Present Study and Suggestions for Future Research
Bibliography
Appendix Ⅰ：初中英語語法自主學(xué)習(xí)能力問卷調(diào)查
Appendix Ⅱ：VARK學(xué)習(xí)風(fēng)格調(diào)查問卷
Appendix Ⅲ：翻轉(zhuǎn)學(xué)習(xí)教案A Sample Teaching Plan for Flipped Learning
Appendix Ⅳ：八上英語翻轉(zhuǎn)語法課學(xué)案
Appendix Ⅴ：語法測試Grammar Test
Appendix Ⅵ：英語口試Speaking Test
Appendix Ⅶ：英語筆試Writing
Appendix Ⅷ：訪談提綱
Appendix Ⅸ：Papers Published During the Program
【參考文獻(xiàn)】：
期刊論文
[1]翻轉(zhuǎn)課堂模式下學(xué)生學(xué)習(xí)行為影響因素分析——基于大學(xué)英語教學(xué)的實(shí)證研究[J]. 王聿良,吳美玉. 外語電化教學(xué). 2017(05)
[2]基于“SPOC+小課堂”的大學(xué)英語翻轉(zhuǎn)課堂教學(xué)模式設(shè)計(jì)研究[J]. 王娜,張敬源. 中國大學(xué)教學(xué). 2016(09)
[3]翻轉(zhuǎn)課堂模式在大學(xué)英語教學(xué)中的應(yīng)用研究述評(píng)[J]. 鄧笛. 外語界. 2016(04)
[4]微課程背景下高中英語語法課堂設(shè)計(jì)研究[J]. 王璐. 教學(xué)與管理. 2015(33)
[5]翻轉(zhuǎn)課堂國內(nèi)應(yīng)用實(shí)踐與反思[J]. 祝智庭,管玨琪,邱慧嫻. 電化教育研究. 2015(06)
[6]基于“翻轉(zhuǎn)課堂”的口譯教學(xué)行動(dòng)研究[J]. 王洪林. 中國翻譯. 2015(01)
[7]小學(xué)英語翻轉(zhuǎn)課堂教學(xué)模式探究[J]. 徐蘇燕. 現(xiàn)代中小學(xué)教育. 2014(11)
[8]中小學(xué)慕課與翻轉(zhuǎn)課堂教學(xué)模式研究[J]. 陳玉琨. 課程.教材.教法. 2014(10)
[9]信息化教育中的逆序創(chuàng)新[J]. 祝智庭,賀斌,沈德梅. 電化教育研究. 2014(03)
[10]深化改革理念 提升課程質(zhì)量——解讀《義務(wù)教育英語課程標(biāo)準(zhǔn)（2011年版）》的主要變化[J]. 王薔. 課程·教材·教法. 2013(01)
本文編號(hào)：3166914
【文章來源】：安慶師范大學(xué)安徽省
【文章頁數(shù)】：84 頁
【學(xué)位級(jí)別】：碩士
【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
1.1 Research Background
1.2 Significance and Purpose of This Research
1.3 Overview of the Thesis
Chapter 2 Literature Review and Theoretical Framework
2.1 Related Research on Flipped Learning Abroad and at Home
2.1.1 Related Research Abroad
2.1.2 Related Research at Home
2.2 Theoretical Framework
2.2.1 Autonomous Learning Theory
2.2.2 Constructivist Theory
2.2.3 Blended Learning Theory
Chapter 3 Research Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Questionnaires
3.3.2 Tests
3.3.3 Interviews
3.4 Experimental Procedure
3.4.1 Pre-class Stage
3.4.2 During-class Stage
3.4.3 Post-class Stage
3.4.4 Data Analysis
Chapter 4 Results and Discussion
4.1 Results
4.1.1 Effects of Flipped Learning on Learner Autonomy in Grammar Learning
4.1.1.1 Differences in Learner Autonomy between EC and CC before the Experiment and after the Experiment
4.1.1.2 Differences in Learner Autonomy of EC before and after the Experiment
4.1.1.3 Differences in Learner Autonomy across Different Learning Styles between EC and CC
4.1.2 Effects of Flipped Learning on the Grammatical Competence and Performance of Students in the Flipped Classroom
4.1.2.1 Differences in Students' Grammatical Competence in the Grammar Test between EC and CC
4.1.2.2 Differences in Students' Grammatical Performance in the Speaking Test between EC and CC
4.1.2.3 Differences in Students' Grammatical Performance in the Writing Test between EC and CC
4.2 Discussion
4.2.1 Learner Autonomy in Flipped Learning
4.2.1.1 Positive Effects of Flipped Learning on Learner Autonomy
4.2.1.2 Aspects of Learner Autonomy that Deserve Attention and Solutions..
4.2.2 Students' Grammatical Competence and Performance in Flipped Learning
4.2.2.1 Students' Grammatical Competence in Flipped Learning
4.2.2.2 Students' Grammatical Performance in Flipped Learning
4.2.2.3 Effects of the Flipped Learning Model on Students' Grammatical Competence and Performance across Different Learning Styles
Chapter 5 Conclusion
5.1 Summary of the Present Study
5.2 Pedagogical Implications
5.3 Limitations of the Present Study and Suggestions for Future Research
Bibliography
Appendix Ⅰ：初中英語語法自主學(xué)習(xí)能力問卷調(diào)查
Appendix Ⅱ：VARK學(xué)習(xí)風(fēng)格調(diào)查問卷
Appendix Ⅲ：翻轉(zhuǎn)學(xué)習(xí)教案A Sample Teaching Plan for Flipped Learning
Appendix Ⅳ：八上英語翻轉(zhuǎn)語法課學(xué)案
Appendix Ⅴ：語法測試Grammar Test
Appendix Ⅵ：英語口試Speaking Test
Appendix Ⅶ：英語筆試Writing
Appendix Ⅷ：訪談提綱
Appendix Ⅸ：Papers Published During the Program
【參考文獻(xiàn)】：
期刊論文
[1]翻轉(zhuǎn)課堂模式下學(xué)生學(xué)習(xí)行為影響因素分析——基于大學(xué)英語教學(xué)的實(shí)證研究[J]. 王聿良,吳美玉. 外語電化教學(xué). 2017(05)
[2]基于“SPOC+小課堂”的大學(xué)英語翻轉(zhuǎn)課堂教學(xué)模式設(shè)計(jì)研究[J]. 王娜,張敬源. 中國大學(xué)教學(xué). 2016(09)
[3]翻轉(zhuǎn)課堂模式在大學(xué)英語教學(xué)中的應(yīng)用研究述評(píng)[J]. 鄧笛. 外語界. 2016(04)
[4]微課程背景下高中英語語法課堂設(shè)計(jì)研究[J]. 王璐. 教學(xué)與管理. 2015(33)
[5]翻轉(zhuǎn)課堂國內(nèi)應(yīng)用實(shí)踐與反思[J]. 祝智庭,管玨琪,邱慧嫻. 電化教育研究. 2015(06)
[6]基于“翻轉(zhuǎn)課堂”的口譯教學(xué)行動(dòng)研究[J]. 王洪林. 中國翻譯. 2015(01)
[7]小學(xué)英語翻轉(zhuǎn)課堂教學(xué)模式探究[J]. 徐蘇燕. 現(xiàn)代中小學(xué)教育. 2014(11)
[8]中小學(xué)慕課與翻轉(zhuǎn)課堂教學(xué)模式研究[J]. 陳玉琨. 課程.教材.教法. 2014(10)
[9]信息化教育中的逆序創(chuàng)新[J]. 祝智庭,賀斌,沈德梅. 電化教育研究. 2014(03)
[10]深化改革理念 提升課程質(zhì)量——解讀《義務(wù)教育英語課程標(biāo)準(zhǔn)（2011年版）》的主要變化[J]. 王薔. 課程·教材·教法. 2013(01)
本文編號(hào)：3166914
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