發(fā)布時(shí)間：2024-04-08 19:27

　　隨著物聯(lián)網(wǎng)、移動(dòng)計(jì)算、大數(shù)據(jù)等新興技術(shù)的迅速發(fā)展,人們的生產(chǎn)和生活方式發(fā)生了巨大改變,在教育信息化政策的推動(dòng)下,信息技術(shù)融入課堂已成為必然趨勢(shì)。然而技術(shù)應(yīng)用的效果應(yīng)該在具體的學(xué)科實(shí)踐中被檢驗(yàn).本文以初中英語(yǔ)聽(tīng)力教學(xué)和智慧學(xué)習(xí)系統(tǒng)的整合為研究視角,通過(guò)深入挖掘智慧學(xué)習(xí)系統(tǒng)的各項(xiàng)功能,以智慧課堂教學(xué)模式和英語(yǔ)聽(tīng)力教學(xué)相關(guān)理論為基礎(chǔ),設(shè)計(jì)了基于智慧學(xué)習(xí)系統(tǒng)的初中英語(yǔ)聽(tīng)力教學(xué)模式,以期改善初中英語(yǔ)聽(tīng)力教學(xué)的現(xiàn)狀。為了驗(yàn)證其成效,發(fā)現(xiàn)該模式在具體實(shí)施過(guò)程中的問(wèn)題,研究者進(jìn)行了教學(xué)實(shí)驗(yàn)并提出以研究問(wèn)題:(1)與傳統(tǒng)的多媒體聽(tīng)力教學(xué)模式相比,該模式能否提高學(xué)生的聽(tīng)力水平?(2)教師和學(xué)生對(duì)于該模式的態(tài)度如何?教學(xué)實(shí)驗(yàn)在同一個(gè)任課教師所帶的兩個(gè)初二年級(jí)平行班共計(jì)100名學(xué)生中進(jìn)行,其中一個(gè)班為控制班,教師使用傳統(tǒng)的多媒體聽(tīng)力教學(xué)模式進(jìn)行教學(xué),而另一個(gè)為實(shí)驗(yàn)班,教師使用基于智慧學(xué)習(xí)系統(tǒng)下的聽(tīng)力教學(xué)模式進(jìn)行授課。實(shí)驗(yàn)工具包括,聽(tīng)力測(cè)試題,問(wèn)卷調(diào)查和訪談。經(jīng)過(guò)一學(xué)期的教學(xué)實(shí)驗(yàn)后,研究者收集數(shù)據(jù)并通過(guò)SPSS(19.00)進(jìn)行分析,得出以下研究結(jié)論。首先,從聽(tīng)力測(cè)試題的結(jié)果分析來(lái)看,實(shí)驗(yàn)班的學(xué)生在聽(tīng)力成績(jī)上有...

【文章頁(yè)數(shù)】：98 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
1. Introduction
    1.1 Research background
        1.1.1 Policy background of education informationization
        1.1.2 Requirements of English curriculum standard
        1.1.3 Problems existing in English listening teaching
    1.2 Purpose and significance of the research
        1.2.1 Purpose of the research
        1.2.2 Significance of the research
    1.3 Overall structure of the thesis
2. Literature Review
    2.1 Related definitions
        2.1.1 Smart learning system
        2.1.2 Smart classroom
        2.1.3 English listening teaching
        2.1.4 Teaching model
    2.2 Related research
        2.2.1 Research on smart learning system
        2.2.2 Research on smart classroom
        2.2.3 Research on English listening teaching based on technology
    2.3 Theoretical basis
        2.3.1 Second language acquisition theory
        2.3.2 Blended learning
        2.3.3 Three-stage model of smart learning
3. Research Design
    3.1 Research questions
    3.2 Research participants
    3.3 Research instruments
        3.3.1 Test
        3.3.2 Questionnaire
        3.3.3 Interview
    3.4 Research procedures
        3.4.1 The preparation phase
        3.4.2 The implementation phase
        3.4.3 The post-implementation phase
    3.5 Data collection
4. Results and Discussion
    4.1 Listening competence of students
    4.2 Attitudes towards the model
        4.2.1 Students' attitudes towards the model
        4.2.2 Teacher's attitude towards the model
    4.3 Learning process of listening
    4.4 Discussion
5. Conclusion
    5.1 Major findings
    5.2 Pedagogical implications
    5.3 Limitations and suggestions for further research
        5.3.1 Limitations
        5.3.2 Suggestions for further research
Bibliography
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
Acknowledgements



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