本文選題：聽說能力 + 翻轉(zhuǎn)課堂��； 參考：《信陽師范學院》2017年碩士論文

【摘要】：面對目前教育信息化這一形勢,本研究對校本課程英語視聽說進行了教學模式改革的嘗試,將翻轉(zhuǎn)課堂引入到校本課程英語視聽說的教學中,旨在在“學生為中心”、“學習過程是主動建構(gòu)過程”的理念下構(gòu)建出翻轉(zhuǎn)課堂下的自主學習模式并將其應用于英語視聽說教學,同時研究該模式對學生英語聽說能力及自主學習能力的影響。這一模式是將翻轉(zhuǎn)課堂作為載體的自主學習模式,即從老師和學生兩方面展開課前的自主學習、課中的知識內(nèi)化以及課后的知識鞏固與拓展。它分為課前、課中課后三個階段。在應用于校本課程英語視聽說的教學時,它首先通過課前教師準備并提供學習資源、設計學習活動和課前針對性練習,學生自主學習教師提供的資源,完成相關(guān)練習并找出疑難點完成自主學習環(huán)節(jié)。然后通過課中老師啟發(fā)并鼓勵學生探討、解決發(fā)現(xiàn)的問題,指導其個性化學習,并協(xié)助學生組成學習小組,學生結(jié)合前期積累的基礎知識,分析任務、自主探究、實施任務,師生間、生生間組間積極互動完成知識內(nèi)化環(huán)節(jié)。最后通過課后教師進行教學反思,學生自主復習并鞏固已學的知識完成知識鞏固及拓展環(huán)節(jié)。本研究采用了測試、問卷、訪談和課堂觀察等工具進行定量和定性研究。實驗班和對照班分別選取37名信陽高中高二國際班學生共74人作為研究對象進行為期一學期的實驗。通過SPSS19.0對兩班聽力水平、口語水平的前測和后測以及調(diào)查問卷等相關(guān)數(shù)據(jù)進行分析,同時對訪談、觀察等相關(guān)數(shù)據(jù)進行歸納總結(jié)并得出相關(guān)結(jié)論。結(jié)論表明學生對應用于英語視聽說的翻轉(zhuǎn)課堂下的自主學習模式基本持肯定態(tài)度。其次,統(tǒng)計分析表明新的教學模式能夠使學生的聽力水平有一定程度的改善,口語水平有明顯的提高,再次,新的教學模式有利于學生自主學習能力的提升。
[Abstract]:In the face of the current situation of educational informatization, this study attempts to reform the teaching mode of School-based Curriculum English Audio-Visual Theory, and introduces the flip classroom into the teaching of School-based Curriculum English Audio-Visual Theory, aiming at "student-centered". Under the concept of "the learning process is an active construction process", this paper constructs an autonomous learning model under the flipping classroom and applies it to the teaching of English audio-visual speaking. At the same time, the influence of the model on students' English listening and speaking ability and autonomous learning ability is studied. This model is an autonomous learning model which takes the flipped classroom as the carrier, that is, the autonomous learning before the class, the internalization of the knowledge in the class, and the consolidation and expansion of the knowledge after class from the teachers and the students. It is divided into three stages before and after class. When it is applied to the teaching of English audio-visual speaking in school-based curriculum, it first prepares and provides learning resources through pre-class teachers, designs learning activities and pre-class targeted exercises, and resources provided by students' autonomous learning teachers. Complete the exercises and find out the difficult points to complete the autonomous learning process. Then through the teacher inspired and encouraged students to explore, solve the problems found, guide their personalized learning, and help students to form learning groups, students combined with the early accumulation of basic knowledge, analysis of the task, self-exploration, implementation of the task, Positive interaction between teachers and students and between students and students completes the tache of knowledge internalization. Finally, through the teaching reflection of the teachers after class, the students review and consolidate the knowledge they have learned independently to complete the process of knowledge consolidation and expansion. In this study, quantitative and qualitative studies were conducted by means of tests, questionnaires, interviews and classroom observations. The experimental class and the control class selected a total of 74 students from the international class of Xinyang Senior High School for one semester. SPSS19.0 is used to analyze the listening level of the two classes, the pre-test and post-test of oral English proficiency, and the questionnaire. At the same time, the relevant data such as interview and observation are summarized and the relevant conclusions are drawn. The conclusion shows that students have a positive attitude towards the model of autonomous learning in English audio-visual classroom. Secondly, the statistical analysis shows that the new teaching model can improve the students' listening ability to a certain extent and their oral English proficiency to a certain extent. Thirdly, the new teaching mode is conducive to the improvement of students' autonomous learning ability.
【學位授予單位】：信陽師范學院
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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