本研究基于活動(dòng)理論,以—所海事大學(xué)的140名學(xué)生為研究對(duì)象,使用問(wèn)卷、訪談和課堂觀察的研究方法,對(duì)混合式學(xué)習(xí)環(huán)境下,學(xué)生在課程開(kāi)始時(shí)與課程結(jié)束時(shí)對(duì)于大學(xué)英語(yǔ)教師角色的認(rèn)知及其變化開(kāi)展了為期9周的跟蹤研究。研究結(jié)果表明:(1)在課程開(kāi)始時(shí),學(xué)習(xí)者認(rèn)為教師在其線上學(xué)習(xí)過(guò)程中的管理角色以及在面對(duì)面課堂學(xué)習(xí)中的認(rèn)知角色較為重要。(2)在課程結(jié)束時(shí),學(xué)習(xí)者認(rèn)為教師的管理角色、認(rèn)知角色以及情感角色在其線上及面對(duì)面學(xué)習(xí)過(guò)程中的各個(gè)階段都至關(guān)重要。同時(shí),不同學(xué)習(xí)者對(duì)于教師角色的認(rèn)知存在差異。(3)學(xué)習(xí)者對(duì)于教師角色的認(rèn)知在學(xué)習(xí)過(guò)程中發(fā)生了變化,主要原因是在其在線學(xué)習(xí)及面對(duì)面課堂的學(xué)習(xí)過(guò)程中,學(xué)習(xí)者基于自身學(xué)習(xí)經(jīng)驗(yàn)以及教師實(shí)際教學(xué)行為,對(duì)教師角色進(jìn)行了重新思考。在理論方面,本研究為活動(dòng)理論在混合式學(xué)習(xí)背景下的大學(xué)英語(yǔ)教師角色研究提供了新的視角及實(shí)證數(shù)據(jù)。在教學(xué)方面,本研究從學(xué)習(xí)者視角探究了大學(xué)英語(yǔ)教師的角色,為混合式學(xué)習(xí)環(huán)境下大學(xué)英語(yǔ)教師的有效教學(xué)提供啟示。

【文章頁(yè)數(shù)】：90 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
ABSTRACT
List of Abbreviations
Chapter 1 Introduction
    1.1 Research background
    1.2 Research purpose and significance
    1.3 Layout of the thesis
Chapter 2 Literature Review
    2.1 Activity theory
        2.1.1 Introduction of activity theory
        2.1.2 Previous studies based on activity theory
    2.2 Teachers' roles in blended learning environment
        2.2.1 Introduction of blended learning
        2.2.2 Introduction of teachers' roles
        2.2.3 Previous studies of teachers' roles in blended learning environment
Chapter 3 Methodology
    3.1 Research questions
    3.2 Research’design
    3.3 Participants
    3.4 Data collection
        3.4.1 Questionnaire
        3.4.2 Interview
        3.4.3 Classroom observation
    3.5 Data analysis
        3.5.1 Data processing software
        3.5.2 Quantitative data analysis
        3.5.3 Qualitative data analysis
Chapter 4 Results and Discussion
    4.1 Teachers' roles at the beginning of the course
        4.1.1 Teachers' roles in online learning
        4.1.2 Teachers' roles in face-to-face classroom learning
    4.2 Teachers' roles at the end of the course
        4.2.1 Teachers' roles in online learning
        4.2.2 Teachers' roles in face-to-face classroom learning
    4.3 Change of learner's conception about teachers' roles
    4.4 Discussion and summary
Chapter 5 Conclusion
    5.1 Major findings
    5.2 Implications
        5.2.1 Theoretical implications
        5.2.2 Pedagogical implications
    5.3 Limitations and suggestions
Reference
Appendix Ⅰ Questionnaire
Appendix Ⅱ Interview questions
Acknowledgements
Resume



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