本文關鍵詞： 朗文交互英語 大學英語聽說教學 翻轉課堂 教學模式　出處：《沈陽師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：自從美國科羅拉多州林地公園高中化學老師喬納森·伯爾曼和亞倫·薩姆斯在課堂中采用“翻轉課堂”教學模式以來,作為信息技術與課堂教學整合的一次全新嘗試,翻轉課堂已經(jīng)在全球教育界掀起了一場革命性的浪潮。翻轉課堂通過對知識傳授和知識內化的顛倒安排,改變了傳統(tǒng)教學中的師生角色并對課堂時間的使用進行了重新規(guī)劃,實現(xiàn)了對傳統(tǒng)教學模式的革新。通過閱讀文獻發(fā)現(xiàn),相較于國外對翻轉課堂的研究,國內研究多集中在理論研究以及翻轉課堂在一些中小學教學中的應用研究,關于翻轉課堂在語言教學,尤其是在大學英語教學中的應用探索仍然處于起步階段。然而,隨著教育信息化的快速發(fā)展以及大學英語教學改革的不斷深入,英語聽說課教學模式的改革已經(jīng)引起了越來越多研究者和教育者的關注。基于《朗文交互英語》教學平臺的翻轉課堂教學模式在大學英語聽說課中的應用為英語教學改革提供了新的思路和靈感。以建構主義學習理論為基礎,依托《朗文交互英語》教學平臺,本研究采用定量研究與定性研究相結合的方法,試圖構建一種新的教學模式,旨在回答如下三個問題:(1)與傳統(tǒng)教學模式相比,基于《朗文交互英語》的翻轉課堂教學模式有哪些特點?(2)基于《朗文交互英語》的翻轉課堂教學模式在大學英語聽說教學中的應用效果如何?(3)師生們對基于《朗文交互英語》的翻轉課堂教學模式在大學英語聽說教學中的應用反饋如何?本研究在沈陽師范大學2014級藝術類本科生中選取兩個班(80人)作為研究對象,兩個班男女比例大致相同,且根據(jù)前測顯示,兩個班學生的聽說能力基本相當。隨后從中任意選取一個班作為實驗班,另一個則為控制班進行實驗。在實驗過程中,實驗班的學生在大學英語聽說課中接受翻轉課堂教學模式,而控制班依舊沿用傳統(tǒng)的教學模式。一個學期的實驗結束后,利用SPSS 19.0統(tǒng)計軟件對所搜集的相關數(shù)據(jù)進行分析。通過對測試分數(shù)、課堂觀察及訪談結果的分析,得出如下結論:(1)基于《朗文交互英語》的翻轉課堂轉換了師生角色;顛倒了教學結構;優(yōu)化了教學設計;完善了教學評價;(2)基于《朗文交互英語》的翻轉課堂教學模式在大學英語聽說教學中的應用有助于提高學生們的英語聽說水平;激發(fā)學生們的英語學習熱情;培養(yǎng)學生們自主學習意識;增進師生感情。(3)師生們對基于《朗文交互英語》的翻轉課堂在大學英語聽說教學中的應用給出了積極的反饋并表示在未來學習中愿意繼續(xù)接受翻轉課堂教學模式。綜合整個研究,本文在最后總結了研究中的不足之處,并對今后翻轉課堂教學模式在大學英語聽說課中的應用和研究提出了相關建議。
[Abstract]:Ever since Jonathan Berman and Aaron Summs, chemistry teachers at Woodland Park High School in Colorado, used the "flip classroom" model in their classrooms, as a new attempt to integrate information technology with classroom instruction, Flipping classroom has set off a revolutionary wave in the world of education. By reversing the arrangement of knowledge transfer and knowledge internalization, the flipping classroom has changed the role of teachers and students in traditional teaching and replanned the use of classroom time. Through reading the literature, it is found that, compared with the foreign research on flipping classroom, the domestic research focuses on the theoretical research and the application of flipping classroom in some primary and secondary schools. The application and exploration of flipping classroom in language teaching, especially in college English teaching, is still in its infancy. However, with the rapid development of educational information and the deepening of college English teaching reform, The reform of the teaching mode of English listening and speaking course has attracted more and more attention of researchers and educators. The Application of flipping classroom Teaching Model based on Longman Interactive English Teaching platform in College English listening and speaking Class. Teaching reform provides new ideas and inspiration. It is based on constructivist learning theory. Based on the "Longman Interactive English" teaching platform, this study attempts to construct a new teaching model by combining quantitative research with qualitative research. The purpose of this study is to answer the following three questions: 1) compared with the traditional teaching model. What are the characteristics of the flipped classroom teaching model based on Longman Interactive English? 2) what is the effect of flipping classroom teaching mode based on Longman Interactive English in college English listening and speaking teaching? 3) what are the feedback from teachers and students on the application of the flipped classroom teaching model based on Longman Interactive English in college English listening and speaking teaching? In this study, 80 students from two classes were selected among the art undergraduates of Shenyang normal University in 2014. The ratio of male and female in the two classes was roughly the same, and according to the pre-test, The listening and speaking abilities of the two classes were basically the same. Then one class was chosen as the experimental class from the middle school and the other was the control class. In the course of the experiment, The students in the experimental class accept the flipping classroom teaching mode in the college English listening and speaking class, while the control class still follows the traditional teaching mode. Through the analysis of test scores, classroom observation and interview results, the following conclusion is drawn: 1) based on "Longman Interactive English", the role of teachers and students is changed in the flipped classroom. Inversion of teaching structure, optimization of teaching design, improvement of teaching evaluation) the application of flipping classroom teaching model based on Longman Interactive English in college English listening and speaking teaching helps to improve students' English listening and speaking level. Stimulate students' enthusiasm for learning English, cultivate students' consciousness of independent learning; The teachers and students give positive feedback on the application of flipped classroom based on Longman Interactive English in college English listening and speaking teaching and express their willingness to continue to accept the flipping classroom teaching mode in future learning. ... Synthesizing the whole study, Finally, this paper summarizes the shortcomings of the research, and puts forward some suggestions on the application and research of the flipped classroom teaching model in college English listening and speaking classes in the future.
【學位授予單位】：沈陽師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319.3;G434

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