本文選題：翻轉(zhuǎn)課堂 + 大學英語　； 參考：《延邊大學》2017年碩士論文

【摘要】：目前大學英語的教學模式大多仍是以教師講授為主的教學模式,不僅課上時間有限,而且課程內(nèi)容繁重,學生不能在有限的課堂時間內(nèi)掌握消化所學內(nèi)容。雖然課上教師會使用多媒體教學,但是學生不能充分融入到課堂教學環(huán)節(jié)中,學生的語言實際應用能力,分析問題和解決問題等能力得不到提高。2015年教育部印發(fā)的《大學英語課程教學要求》中提出:"各高等學校應改進以教師講授為主的單一教學模式。新的教學模式應以現(xiàn)代信息技術(shù)為支撐,實現(xiàn)從以教師為中心向以學生為中心的轉(zhuǎn)變。"2012年3月,《教育信息化十年發(fā)展規(guī)劃(2011-2020年)》中提出:"信息技術(shù)與教育融合發(fā)展的水平顯著提升。鼓勵學生利用信息手段主動學習、自主學習、合作學習"。因此,充分利用現(xiàn)代信息技術(shù)的獨特優(yōu)勢,實現(xiàn)從以教師為中心向以學生為中心的轉(zhuǎn)變是一種必然趨勢。本研究者結(jié)合中外研究設(shè)計出了適合大學英語課程的翻轉(zhuǎn)課堂教學模式:課前,學生可以利用QQ,WeChat和其他網(wǎng)絡平臺學習微視頻、音頻、PPT等課前自主學習教學內(nèi)容;課上,教師進行答疑解惑,同時學生有充分的時間進行各種課堂活動深入理解和運用知識,并對自己所學的知識和進行的活動以及同伴的表現(xiàn)進行總結(jié)和評價;課后,學生完成老師布置的寫作任務,同伴之間對彼此的寫作進行評價,同時預習下節(jié)課的教學內(nèi)容。以某大學新生英語高級班為研究對象,運用此模式進行了一個學期的教學實驗,旨在通過使用這種新型教學模式來提高和培養(yǎng)學生的英語綜合能力,檢驗這種模式的有效性,并根據(jù)實驗結(jié)果對教學提出建議。這些學生高考成績均在125分以上,入學前通過參加筆試和口試被選拔的。實驗班25人,控制班22人。實驗班采用翻轉(zhuǎn)課堂教學模式,而對照班采用以教師講授為主的教學模式。筆者通過英語綜合能力測試、學生研究報告的成績、問卷調(diào)查和訪談收集了數(shù)據(jù),并借助SPSS 16.0統(tǒng)計軟件進行了數(shù)據(jù)統(tǒng)計,分析結(jié)果發(fā)現(xiàn)實施一個學期翻轉(zhuǎn)課堂教學模式的實驗班學生的英語綜合能力的成績明顯高于對照班;另外,實驗班學生的主題項目研究能力和口語發(fā)表能力也好于對照班。實驗班的問卷和訪談結(jié)果表明學生認為QQ、WeChat操作簡單,能使他們及時接收到老師發(fā)布的各種學習資源,不受地點和時間的限制,便于學習,但是擔心看視頻時使用流量過多;多數(shù)學生喜歡翻轉(zhuǎn)課堂教學模式,認為課前學習任務不難的情況下,養(yǎng)成了學習自主、自覺的習慣;以學生為主的課堂小組合作活動、課堂發(fā)表、同伴評價和課外項目協(xié)作研究等活動,提高了他們的協(xié)作溝通、分析問題、解決問題、英語表達和評價等能力。實驗班學生自我效能感的問卷與后測成績及學生學習興趣正相關(guān)性的分析結(jié)果,進一步驗證了此教學模式有助于培養(yǎng)學生學習的信心。綜上所述,翻轉(zhuǎn)課堂是一種值得在大學英語教學中采用的有效教學模式,彌補了以教師講授為主的教學模式中的不足,有效提高了教師教學質(zhì)量和學生學習效果。但是在布置課前學習任務時,要結(jié)合課堂教學目標,提供給學生難度和數(shù)量適中的學習內(nèi)容;另外,學校能夠提供校園內(nèi)免費上網(wǎng),便于學生利用手機或電腦自由學習。本研究也存在一定的局限性,選取的樣本總量較小,樣本多樣性不足和實驗周期短。
[Abstract]:The current college English teaching mode are still teacher centered teaching mode, not only the class time is limited, and the curriculum content heavy, students cannot master and digest what they have learned in the limited classroom time. Although the class teachers use multimedia teaching, but students can not fully integrated into classroom teaching, students' practical application language ability, ability to analyze and solve problems is not improved.2015 Ministry of education < College English curriculum requirements issued > proposed: "colleges and universities should improve on Teachers' teaching as main single teaching mode. The new teaching model should be supported by modern information technology, to realize the transformation from the teacher as the center to the students as the center." in March 2012, "education informatization development planning ten years (2011-2020 years)" proposed: "information technology and education together development level significantly. L. Encourage students to use the information means of active learning, autonomous learning, cooperative learning ". Therefore, the unique advantages of making full use of modern information technology, to realize the change from teacher centered to student-centered is an inevitable trend. The combination of Chinese and foreign researchers designed for the course of College English Classroom Teaching turnover model: before class, students can use QQ, WeChat and other network learning platform of micro video, audio, PPT before class teaching content; class teachers, answering questions, while the students have sufficient time to carry out a variety of classroom activities in-depth understanding and application of knowledge, and to my knowledge and the and the performance of peers are summarized and evaluated; after class, the students completed the teacher assigned the task of writing, writing to each other between the peer evaluation, and preview the next lesson in teaching content. A freshman English class as the research object, using this model for a semester of teaching experiment, through the use of this new teaching model to cultivate and improve students' Comprehensive English ability, test the validity of this model, and according to the experimental results of the teaching suggestions. These students college entrance examination scores were more than 125 points by attending preschool, written and oral examinations were selected. 25 experimental classes, 22 students in the control class. The experimental class adopted the flipped classroom teaching mode, while the control class teacher centered teaching mode. The author through the English comprehensive ability test, students study results, questionnaires and interviews to collect data, and the statistical data by SPSS 16 statistical software, analysis results show that the experimental class a semester flip classroom teaching mode students comprehensive English ability score was significantly higher In the control group; in addition, the students of the experimental class project research ability and presentation skills or in the control class. The experimental class questionnaire and interview results show that students think that QQ WeChat has the advantages of simple operation, so that they can receive timely to the teacher released a variety of learning resources, from the point and the time limit, easy to learn, but worry about watching the video using too much traffic; flipped classroom teaching mode that most students love learning before class, not a difficult task condition, develop independent learning habit; small class combination as student-centered classroom activities, publication, peer assessment and extracurricular research project cooperation, improve cooperation their communication, problem analysis, problem solving, and evaluation of English expression ability. The results of experimental class students self-efficacy questionnaire and post test scores and the positive correlation between students' interest in learning, a Step proves that the teaching mode is helpful to cultivate students' confidence. In summary, the flipped classroom is an effective teaching mode is used in College English teaching, to make up for the lack of the teacher teaching oriented teaching mode, improve the teaching quality of teachers and students' learning effect. But in the arrangement of the course of study the task, according to the teaching objectives, to provide learning content difficulty and a moderate number; in addition, the school campus can provide free internet access, which is convenient for students to use mobile phone or computer free learning. Limitations of this study, the selected samples of total samples is small, lack of diversity and short experimental period.

【學位授予單位】：延邊大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319.3;G434

【參考文獻】

相關(guān)期刊論文 前10條

1 蘇楠;;基于微課的“翻轉(zhuǎn)課堂”模式在大學英語教學應用中的可行性研究[J];當代教育實踐與教學研究;2016年11期

2 牛曉強;;信息技術(shù)支持下的“翻轉(zhuǎn)課堂”教學模式研究與實踐[J];中國校外教育;2016年27期

3 段君;;大學英語翻轉(zhuǎn)課堂教學實踐中存在的問題及策略淺析[J];讀與寫(教育教學刊);2016年08期

4 孫清祥;;大學英語翻轉(zhuǎn)課堂可行性探究[J];外國語文研究;2016年04期

5 胡杰輝;李京南;伍忠杰;;外語翻轉(zhuǎn)課堂教學有效性影響因素實證研究[J];中國外語教育;2016年03期

6 甘長銀;;我國大學英語的教學現(xiàn)狀與《大學英語教學指南》的指導意義分析[J];考試與評價(大學英語教研版);2016年03期

7 華翔;;翻轉(zhuǎn)課堂在大學英語教學中的可行性探析[J];科教文匯(上旬刊);2016年06期

8 劉歆;;大學英語翻轉(zhuǎn)課堂教學實踐中存在的問題及策略[J];現(xiàn)代交際;2016年09期

9 成洶涌;;翻轉(zhuǎn)課堂模式觀照下的大學英語教師中介作用實施現(xiàn)狀調(diào)查[J];外語電化教學;2016年02期

10 于婷婷;;大學英語課堂如何構(gòu)建“以學生為中心”的教學模式[J];現(xiàn)代交際;2016年02期

相關(guān)碩士學位論文 前7條

1 付小霞;基于翻轉(zhuǎn)課堂模式的大學英語語法教學效果研究[D];湖南師范大學;2016年

2 李金英;基于SWOT分析的大學英語聽說課翻轉(zhuǎn)課堂教學模式探究[D];四川外國語大學;2016年

3 張偉;基于微課的大學英語翻轉(zhuǎn)課堂教學模式研究[D];四川外國語大學;2016年

4 朱琦;大學英語翻轉(zhuǎn)課堂教師角色研究[D];四川外國語大學;2016年

5 束春蘭;培養(yǎng)自主學習能力的大學英語翻轉(zhuǎn)課堂教學模式研究[D];哈爾濱師范大學;2015年

6 仇慧;基于翻轉(zhuǎn)課堂模式下的大學英語教學的研究[D];東北石油大學;2014年

7 陳美嬌;大學英語課堂合作學習研究[D];西南大學;2014年

，

本文編號：1760954