發(fā)布時(shí)間：2018-01-02 00:30

  本文關(guān)鍵詞：基于云班課APP的大學(xué)英語聽力翻轉(zhuǎn)課堂教學(xué)實(shí)踐研究　出處：《四川外國語大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 大學(xué)英語聽力 移動(dòng)學(xué)習(xí) 翻轉(zhuǎn)課堂 云班課APP

【摘要】：長期以來,聽力一直被認(rèn)為是語言學(xué)習(xí)中最難掌握的技能,而聽力水平的嚴(yán)重低下嚴(yán)重影響外語學(xué)習(xí)者整體語言水平的發(fā)展,從而對(duì)聽力教學(xué)提出了很大的挑戰(zhàn)。近年來,聽力課堂普遍引入了多媒體、網(wǎng)絡(luò)環(huán)境和數(shù)字化課程資源等,但其存在必須依賴于計(jì)算機(jī)和網(wǎng)絡(luò)的幫助才能瀏覽的局限,教學(xué)半徑得不到有效擴(kuò)大,教學(xué)效果不太理想。隨著移動(dòng)技術(shù)的發(fā)展、智能移動(dòng)設(shè)備的普及以及移動(dòng)通信網(wǎng)絡(luò)的覆蓋,移動(dòng)學(xué)習(xí)開始流行于全球并成為教育教學(xué)的研究的熱點(diǎn)。移動(dòng)學(xué)習(xí)極大地滿足了學(xué)習(xí)者個(gè)性化學(xué)習(xí)的需求,目前關(guān)于移動(dòng)技術(shù)輔助的英語聽力教學(xué)與實(shí)踐主要將移動(dòng)學(xué)習(xí)視作聽力教學(xué)的課外訓(xùn)練與補(bǔ)充,是一種非正式的學(xué)習(xí)方式,并未將其融入聽力課堂,學(xué)習(xí)效果并不顯著。翻轉(zhuǎn)課堂作為一種新型的教學(xué)模式,將知識(shí)學(xué)習(xí)的傳授和內(nèi)化兩個(gè)學(xué)習(xí)階段顛倒過來,大量的研究表明其實(shí)施效果顯著。因此,移動(dòng)學(xué)習(xí)與翻轉(zhuǎn)課堂教學(xué)模式有效整合為大學(xué)英語聽力教學(xué)提供了新的思路。移動(dòng)APP是當(dāng)前移動(dòng)設(shè)備的熱門應(yīng)用程序之一,其豐富的功能為大學(xué)英語聽力翻轉(zhuǎn)課堂提供了強(qiáng)大的應(yīng)用平臺(tái)支持。因此,本研究提出了基于移動(dòng)APP的大學(xué)英語聽力翻轉(zhuǎn)課堂解決方案。首先,本研究以Flowerdew和Miller(2005)提出的多維度聽力教學(xué)模式為核心,基于社會(huì)文化理論、多媒體認(rèn)知理論、情境學(xué)習(xí)理論和交互距離理論并結(jié)合移動(dòng)學(xué)習(xí)特點(diǎn),在Robert Talbert翻轉(zhuǎn)課堂模型的基礎(chǔ)上構(gòu)建了更加完善具體的基于云班課APP的大學(xué)英語聽力翻轉(zhuǎn)課堂教學(xué)模型。其次,本研究采用準(zhǔn)實(shí)驗(yàn)研究的基本模式,以研究者所教授的大學(xué)一年級(jí)非英語專業(yè)各方面情況類似的兩個(gè)班級(jí)的學(xué)生為研究對(duì)象,隨機(jī)選定一個(gè)班為實(shí)驗(yàn)班(30人),采用基于云班課APP的大學(xué)英語聽力翻轉(zhuǎn)課堂教學(xué),另一個(gè)班為對(duì)照班(35人),采用常規(guī)的聽力教學(xué)方法。通過聽力水平測試,問卷調(diào)查和訪談,實(shí)驗(yàn)結(jié)果表明基于云班課APP的大學(xué)英語聽力翻轉(zhuǎn)課堂教學(xué)能夠更有效地提高學(xué)生的聽力水平,促進(jìn)自主學(xué)習(xí),激發(fā)學(xué)習(xí)興趣,增強(qiáng)互動(dòng)等。最后,本研究總結(jié)了基于云班課APP的大學(xué)英語聽力翻轉(zhuǎn)課堂的優(yōu)勢(shì)和可能出現(xiàn)的問題,并提出了在移動(dòng)學(xué)習(xí)環(huán)境下開展大學(xué)英語聽力翻轉(zhuǎn)課堂的建議,以期為大學(xué)英語聽力翻轉(zhuǎn)課堂實(shí)踐提供參考。
[Abstract]:For a long time, listening has been regarded as the most difficult skill in language learning, and the serious low level of listening has seriously affected the development of foreign language learners' overall language level. In recent years, the listening classroom has generally introduced multimedia, network environment and digital curriculum resources. However, its existence must rely on the help of computers and networks to browse the limitations, teaching radius can not be effectively expanded, teaching effect is not ideal. With the development of mobile technology. With the popularity of intelligent mobile devices and the coverage of mobile communication networks, mobile learning has become a global trend and has become a research hotspot in education and teaching. Mobile learning has greatly met the needs of individual learning of learners. At present, mobile technology-assisted listening teaching and practice mainly regard mobile learning as an extracurricular training and supplement of listening teaching, which is an informal learning method and is not integrated into listening class. As a new teaching mode, flipping classroom inverts the two learning stages of knowledge teaching and internalization, and a large number of studies show that the implementation effect is remarkable. The effective integration of mobile learning and flipping classroom teaching provides a new way of thinking for college English listening teaching. Mobile APP is one of the most popular applications of mobile devices. Its rich functions provide a powerful application platform for college English listening flipping classroom. Therefore, this study proposes a mobile APP based college English listening flipping classroom solution. This study focuses on the multi-dimensional listening teaching model proposed by Flowerdew and Millerman 2005. It is based on sociocultural theory and multi-media cognitive theory. Situational learning theory and interactive distance theory combined with mobile learning characteristics. On the basis of Robert Talbert flipping classroom model, this paper constructs a more perfect and concrete college English listening flipping classroom teaching model based on cloud class APP. Secondly. This study adopts the basic model of quasi-experimental research, and takes the students in two classes who are similar in all aspects of non-English majors in freshmen as the objects of study. One class was randomly selected as the experimental class (30 students), and the other class was selected as the control class (35 students). Through the listening level test, questionnaire and interview. The experimental results show that the flipping classroom teaching of college English listening based on cloud class APP can effectively improve students' listening ability, promote autonomous learning, stimulate interest in learning, enhance interaction and so on. This study summarizes the advantages and possible problems of college English listening flipping class based on cloud class APP, and puts forward some suggestions for developing college English listening flipping class in mobile learning environment. In order to provide a reference for the practice of college English listening flipping.
【學(xué)位授予單位】：四川外國語大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3;G434

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本文編號(hào)：1366920