針對當前高校課堂存在的課堂模式過于單一,學(xué)生不主動積極參與課堂以及課堂氛圍沉悶等一系列問題,2014年復(fù)旦大學(xué)心理系張學(xué)新教授結(jié)合傳統(tǒng)講授式課堂和討論式課堂的優(yōu)點,提出了一種適合中國國情的新型教學(xué)模式:對分課堂�！皩Ψ终n堂”結(jié)合了講授式課堂與討論式課堂的優(yōu)點,規(guī)避了兩者的弊端,其核心理念是把課堂一分為二,分配一半課堂時間給教師講授,另一半給學(xué)生討論,并把講授和討論的時間錯開,讓學(xué)生有時間自主安排學(xué)習,進行內(nèi)化吸收。對應(yīng)的考核方法強調(diào)過程性評價,并關(guān)注不同學(xué)生的不同學(xué)習需求。自2014年9月推廣以來,對分課堂教學(xué)模式在國內(nèi)受到學(xué)者們和廣大教師的廣泛關(guān)注。本研究運用實證手段,結(jié)合定量和定性兩種研究方法,旨在探索以下幾個問題:1)運用對分課堂教學(xué)模式是否有利于高職院校學(xué)生英語學(xué)習成績的提高?對提高學(xué)生的合作能力是否有利?2)對分課堂模式下,學(xué)生的英語學(xué)習興趣和主動性是否有得到提高?3)在對分課堂模式下,教師和學(xué)生在課堂上的角色是否會發(fā)生轉(zhuǎn)變?發(fā)生怎樣的轉(zhuǎn)變?本研究的實驗對象為南昌市某一高職院校大專一年級10班和11班的99名學(xué)生（其中10班有50名學(xué)生,11班有49名）,他們有著相似的年齡和... 

【文章來源】：南昌大學(xué)江西省 211工程院校

【文章頁數(shù)】：88 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter 1 Introduction
    1.1 Research Background
    1.2 Research Purpose
    1.3 Research Significance
    1.4 Structure of the Study
Chapter 2 Literature Review
    2.1 Introduction of PAD Class
        2.1.1 Definition of PAD Class
        2.1.2 Procedures of PAD Class
    2.2 Relevant Studies on PAD Class
        2.2.1 Relevant Studies on PAD Class at Home
        2.2.2 Relevant Studies on PAD Class Abroad
    2.3 Theoretical Basis
    2.4 Summary
Chapter 3 Methodology
    3.1 Research Design
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 English Tests
        3.3.2 Questionnaires
        3.3.3 Interview
        3.3.4 Classroom Observation
    3.4 Teaching Procedures
        3.4.1 Teaching Procedure of the Control Class
        3.4.2 Teaching Procedure of the Experimental Class
    3.5 Data Collection Procedures
        3.5.1 English Tests
        3.5.2 Questionnaires
        3.5.3 Interview
        3.5.4 Classroom Observation
Chapter 4 Data Analysis and Discussion
    4.1 Analysis and Comparison of English Tests
        4.1.1 Data and Analysis of Pre-test
        4.1.2 Data and Analysis of Mid-test
        4.1.3 Data and Analysis of Post-test
        4.1.4 Comparison of the Tests Results
    4.2 Analysis and Comparison of Questionnaires
        4.2.1 Data and Analysis of Questionnaire One
        4.2.2 Data and Analysis of Questionnaire Two
        4.2.3 Comparison of the Results of Questionnaires
    4.3 Analysis of the Interview Result
    4.4 Analysis of the Classroom Observation
    4.5 Summary
Chapter 5 Conclusions
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations of this Study and Suggestions for Further Research
References
Appendix 1 English Tests
Appendix 2 Questionnaire One
Appendix 3 Questionnaire Two
Appendix 4 Interview Guide
Published Papers During MA Study



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