在教育信息化背景下,翻轉(zhuǎn)課堂為大學(xué)英語教學(xué)改革提供了新的思路和方向,同時(shí)也對(duì)學(xué)習(xí)者提出了新的要求。大學(xué)英語翻轉(zhuǎn)課堂的成功實(shí)施與學(xué)習(xí)者因素息息相關(guān)。學(xué)者Bandura（1977）在社會(huì)認(rèn)知理論的基礎(chǔ)上提出了自我效能感理論及其基本框架,并指出自我效能感是一個(gè)動(dòng)態(tài)因素,隨時(shí)間、學(xué)習(xí)環(huán)境和學(xué)習(xí)任務(wù)變化。目前翻轉(zhuǎn)課堂相關(guān)研究主要集中在翻轉(zhuǎn)課堂的概念界定、模式探究以及實(shí)施效果,但關(guān)于翻轉(zhuǎn)課堂中學(xué)生個(gè)體因素的研究十分有限。本研究旨在:（1）調(diào)查大學(xué)英語翻轉(zhuǎn)課堂模式下學(xué)習(xí)者的自我效能感整體水平;（2）探究大學(xué)英語翻轉(zhuǎn)課堂模式下學(xué)習(xí)者自我效能感的影響因素首先,本研究在前人研究的基礎(chǔ)上構(gòu)建大學(xué)英語翻轉(zhuǎn)課堂模式下學(xué)習(xí)者自我效能感量表,并在驗(yàn)證其信效度之后用于調(diào)查重慶某高校非英語專業(yè)學(xué)英語翻轉(zhuǎn)課堂學(xué)習(xí)者的整體自我效能感水平。然后,本研究通過量表結(jié)果以及參與者提供的人口學(xué)信息分析性別和專業(yè)對(duì)自我效能感的影響。最后,通過問卷和訪談進(jìn)一步探究影響自我效能感的其他因素。研究發(fā)現(xiàn):（1）大學(xué)英語翻轉(zhuǎn)課堂模式下學(xué)習(xí)者的整體自我效能良好,其中學(xué)習(xí)者的課外環(huán)境自我效能感和課內(nèi)學(xué)習(xí)行為控制能力自我效能感最高,而課外學(xué)習(xí)能力和課... 

【文章頁數(shù)】：122 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Acknowledgements
List of Abbreviations
Chapter One Introduction
    1.1 Background of the Study
    1.2 Objectives of the Research
    1.3 Significance of the Study
    1.4 Layout of the Thesis
Chapter Two Literature Review
    2.1 Studies of Self-efficacy
        2.1.1 The Introduction of Self-efficacy
        2.1.2 The Frameworks of Self-efficacy
        2.1.3 Studies of Self-efficacy
        2.1.4 Studies of Self-efficacy within EFL Learning Context
    2.2 Studies of Flipped Classroom
        2.2.1 The Introduction of Flipped Classroom
        2.2.2 Studies of Flipped Classroom
        2.2.3 Studies of Flipped Classroom within EFL Teaching Context
        2.2.4 Studies of College EFL Learners in Flipped Classroom
    2.3 Summary
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Setting
    3.3 Participants
    3.4 Research Instruments
        3.4.1 CEFCLSS
        3.4.2 FLCAS
        3.4.3 CEFCLPQ
        3.4.4 Semi-structured Focus-group Interview
    3.5 Research Procedures
        3.5.1 The Development of the CEFCLSS
        3.5.2 The Validation of the CEFCLSS
        3.5.3 The Application of the CEFCLSS
        3.5.4 The Adoption of Related Scale and Questionnaire
        3.5.5 The Conduction of Semi-structured Group Focus Interview
    3.6 Data Collection and Analysis
        3.6.1 CEFCLSS
        3.6.2 FLCAS and CEFCLPQ
        3.6.3 Semi-structured Focus-group Interview
Chapter Four Results and Discussions
    4.1 The Overall Self-efficacy Level College English Flipped Classroom Learners
        4.1.1 The Overall Self-efficacy Level of the College English Learners
        4.1.2 The Detailed Self-efficacy level of the College English Learners
    4.2 The Major Factors Affecting College English Learners’ Self-efficacy in Flipped Classroom
        4.2.1 The Influence of Gender on College English Flipped Classroom Learners’ Self-efficacy
        4.2.2 The Influence of Major on College English Flipped Classroom Learners’ Self-efficacy
        4.2.3 The Influence of Foreign Language Classroom Anxiety on College English Flipped Classroom Learners’ Self-efficacy
        4.2.4 The Influence of Online Task,In-class Activities and Learners’ Engagement on College English Flipped Classsroom Learners’ Self-efficacy
        4.2.5 Other Factors Collected from Semi-structured Interview
Chapter Five Conclusion
    5.1 Main findings
    5.2 Implications
    5.3 Limitations
References
Appendix A The Initial College English Flipped Classroom Learner’s Self-efficacy Scale
Appendix B Foreign Language Classroom Anxiety Scale
Appendix C College English Flipped Classroom Learner’s Perception Questionnaire
Appendix D The Protocols of Semi-structured Focus Group Interview
Appendix E The Final College English Flipped Classroom Learner’s Self-efficacy Scale
Appendix F Raw Materials from SPSS and AMOS


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博士論文
[1]學(xué)習(xí)自我效能感量表的編制與應(yīng)用[D]. 邊玉芳.華東師范大學(xué) 2003



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