本文選題：翻轉(zhuǎn)課堂　切入點(diǎn)：英語(yǔ)教學(xué)　出處：《湖南科技大學(xué)》2017年碩士論文

【摘要】：隨著計(jì)算機(jī)網(wǎng)絡(luò)技術(shù)飛速發(fā)展,多媒體與傳統(tǒng)教學(xué)相結(jié)合后孕育出新型教育模式——翻轉(zhuǎn)課堂。它是相對(duì)傳統(tǒng)課堂而言的,是對(duì)傳統(tǒng)課堂教和學(xué)的革新:轉(zhuǎn)變了傳統(tǒng)課堂流程上知識(shí)傳授與知識(shí)內(nèi)化的兩個(gè)重要階段,改變了傳統(tǒng)教學(xué)中的師生角色并對(duì)課堂時(shí)間的使用進(jìn)行了重新規(guī)劃;課前學(xué)生視頻自學(xué),課上學(xué)生和教師共同解決問(wèn)題內(nèi)化知識(shí);通過(guò)自我學(xué)習(xí)、師生之間的良性互動(dòng)提高自主學(xué)習(xí)能力,發(fā)展自我。國(guó)內(nèi)不少中學(xué)己經(jīng)在實(shí)踐翻轉(zhuǎn)課堂教學(xué),本文探討“翻轉(zhuǎn)課堂”在高中英語(yǔ)教學(xué)中的應(yīng)用:翻轉(zhuǎn)課堂在高中英語(yǔ)教學(xué)中是如何具體地實(shí)施的?高中英語(yǔ)翻轉(zhuǎn)課堂具體實(shí)施過(guò)程中存在哪些問(wèn)題和不足之處呢?為了回答這些問(wèn)題,在理論支撐方面,通過(guò)文獻(xiàn)研究法,首先歸納總結(jié)出翻轉(zhuǎn)課堂的定義和內(nèi)涵,介紹了翻轉(zhuǎn)課堂深層次的科學(xué)理論依據(jù),梳理了國(guó)內(nèi)外翻轉(zhuǎn)課堂研究現(xiàn)狀,聚焦翻轉(zhuǎn)課堂研究的優(yōu)勢(shì)和不足;再與分別從課前設(shè)計(jì)和課堂設(shè)計(jì)兩方面設(shè)計(jì)研究流程,在評(píng)體系方面設(shè)計(jì)選用多元評(píng)價(jià)體系進(jìn)行評(píng)價(jià);然后結(jié)合實(shí)證法、案例分析法、訪(fǎng)談法、觀(guān)察法和問(wèn)卷調(diào)查法,從實(shí)施層面,以屏山縣屏山中學(xué)為例,進(jìn)行一學(xué)期的實(shí)踐研究,發(fā)現(xiàn)問(wèn)題進(jìn)行反思,并提出有幫助的對(duì)策和建議。最后,進(jìn)行成績(jī)、問(wèn)卷調(diào)查及訪(fǎng)談統(tǒng)計(jì)分析。從實(shí)踐來(lái)看,翻轉(zhuǎn)課堂這種新型的教學(xué)模式的實(shí)施確實(shí)有不小的挑戰(zhàn)和不足之處:對(duì)學(xué)習(xí)條件、教師、學(xué)生自主能力要求較高,且需要學(xué)生-家長(zhǎng)-教師通力配合,除此以外,在網(wǎng)絡(luò)技術(shù)方面、資金方面也需要持續(xù)支持。綜上分述,高中英語(yǔ)翻轉(zhuǎn)課堂自實(shí)施開(kāi)展來(lái),確實(shí)取得了一定的成效,但是在應(yīng)用的過(guò)程中,該教學(xué)模式仍存在一些困境和不足,為了加深對(duì)于翻轉(zhuǎn)課堂的研究,期待在未來(lái)的研究中能夠繼續(xù)對(duì)話(huà)和探討,以期為正在進(jìn)行“翻轉(zhuǎn)課堂”或尚在觀(guān)望中的高中英語(yǔ)教師提供有效借鑒,并為高中英語(yǔ)教學(xué)的發(fā)展路徑提供參考。
[Abstract]:With the rapid development of computer network technology, the combination of multimedia and traditional teaching gives birth to a new educational mode-flipping classroom, which is relative to the traditional classroom. It is the innovation of traditional classroom teaching and learning: it changes the two important stages of knowledge imparting and knowledge internalization in the traditional classroom process, changes the role of teachers and students in traditional teaching and replans the use of classroom time; Before class, students learn by video, students and teachers work together to solve problems and internalize their knowledge; through self-learning, the positive interaction between teachers and students improves their ability to learn independently and develops themselves. Many middle schools in China have already turned over classroom teaching in practice. This paper probes into the application of "flipping classroom" in senior high school English teaching: how to implement the flipping classroom in senior high school English teaching? What are the problems and deficiencies in the implementation of the English flipping classroom in senior high school? In order to answer these questions, in the aspect of theoretical support, through literature research, this paper summarizes the definition and connotation of flipping classroom, introduces the deep scientific theoretical basis of flipping classroom, and combs the current situation of flipping classroom research at home and abroad. Focusing on the advantages and disadvantages of flipping classroom research; and then from the pre-class design and classroom design design research process, in the evaluation system design and selection of multiple evaluation system evaluation; then combined with empirical method, case analysis, Interview method, observation method and questionnaire survey method, taking Pingshan Middle School in Pingshan County as an example, carries out a semester of practical research, finds problems, and puts forward helpful countermeasures and suggestions. Finally, the results are carried out. According to the practice, the implementation of the new teaching mode of flipping classroom does have great challenges and shortcomings: the requirements for learning conditions, teachers and students' autonomy are high. Besides, in terms of network technology, financial support is also needed. In summary, since the implementation of the English flipping classroom in senior high school, some results have been achieved. However, in the process of application, there are still some difficulties and shortcomings in this teaching model. In order to deepen the research on the flipping classroom, we hope to continue the dialogue and discussion in the future research. It is expected to provide an effective reference for senior high school English teachers who are in the process of "flipping class" or are still on the sidelines, and provide references for the development of English teaching in senior high schools.
【學(xué)位授予單位】：湖南科技大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G434;G633.41

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