發(fā)布時(shí)間：2023-04-29 19:19

　　2012年3月13日教育部通過《教育信息化十年發(fā)展規(guī)劃》,提出教育信息化發(fā)展的核心是教育模式以及學(xué)習(xí)方式的創(chuàng)新。在傳統(tǒng)英語課堂中大多是以教師口授為主,學(xué)生在課堂上被動(dòng)接受知識(shí),這種傳統(tǒng)教學(xué)模式難以提高學(xué)生的學(xué)習(xí)興趣和自主學(xué)習(xí)的熱情。基于微課的翻轉(zhuǎn)課堂教學(xué)模式,讓學(xué)生自主在課前通過微課視頻實(shí)行重點(diǎn)難點(diǎn)的知識(shí)學(xué)習(xí),課堂上則著重解決問題以及內(nèi)化知識(shí),課后再借助網(wǎng)絡(luò)資源進(jìn)行拓展延伸,讓課堂上的40分鐘得到充分的利用。本次實(shí)證研究主要集中于三個(gè)問題:基于微課的翻轉(zhuǎn)課堂口語教學(xué)模式對(duì)學(xué)生英語口語成績(jī)有何影響、學(xué)生對(duì)于基于微課的翻轉(zhuǎn)課堂口語教學(xué)模式的態(tài)度如何、學(xué)生對(duì)教師的角色轉(zhuǎn)變態(tài)度如何。本研究以會(huì)計(jì)1801班和1802班的40名同學(xué)為對(duì)象,主要運(yùn)用問卷調(diào)查、訪談和測(cè)試三種工具,通過spss22.0對(duì)測(cè)試結(jié)果進(jìn)行分析,并結(jié)合調(diào)查問卷和訪談結(jié)果,對(duì)數(shù)據(jù)進(jìn)行比較分析最終得出以下結(jié)論:(1)與傳統(tǒng)教學(xué)模式相比,在語法與詞匯、語音語調(diào)和學(xué)生整體口語水平四個(gè)方面,基于微課的翻轉(zhuǎn)課堂的口語教學(xué)模式更有助于提升學(xué)生的英語口語素質(zhì),但在互動(dòng)交際方面,雖然兩個(gè)組都有明顯進(jìn)步,但比傳統(tǒng)教學(xué)模式,翻轉(zhuǎn)課堂教學(xué)并沒有明顯優(yōu)...

【文章頁數(shù)】：92 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the study
    1.2 Purposes and Significance
    1.3 Overview of the Thesis
Chapter Two Literature Review
    2.1 Definition
        2.1.1 Definition of Flipped Classroom
        2.1.2 Definition of Micro-lecture
    2.2 Studies of Flipped Classroom Abroad and at Home
        2.2.1 Overseas studies of Flipped Classroom
        2.2.2 Studies of Flipped Classroom in China
    2.3 Comparison between Traditional Classroom and Flipped Classroom
        2.3.1 Inverted teaching structure
        2.3.2 Individualized teaching
        2.3.3 Differential teaching
    2.4 Relevant Theories
        2.4.1 Bloom's theory of mastery learning
        2.4.2 Constructive Learning Theory
        2.4.3 Krashen's Input Hypothesis
        2.4.4 Autonomous Learning
        2.4.5 ARCS model of motivation
Chapter Three Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
    3.4 Research Procedures
    3.5 A Model of Micro-lecture-based Flipped Classroom Instruction
        3.5.1 Teaching progress before class
        3.5.2 Teaching progress at class
        3.5.3 Teaching progress after class
    3.6 Traditional Instruction for the Control Group
    3.7 Data Collection
Chapter Four Results and Discussion
    4.1 Results of Interviews before the Experiment
    4.2 Test Results Analysis
        4.2.1 The Effect of the New Approach on Grammar and Vocabulary
        4.2.2 The Effect of the New Approach on Pronunciation and Intonation
        4.2.3 The Effect of the New Approach on Interactive Communication
        4.2.4 The Effect of the New Approach on Spoken English as a Whole
    4.3 Students'Attitude towards the New Approach
    4.4 Students'Attitude towards the Shift of Teachers'Roles
        4.4.1 Quantitative Analysis of Data
        4.4.2 Qualitative Analysis of Data
    4.5 Discussion
Chapter Five Conclusion
    5.1 Main Findings of the Study
    5.2 Implications of the Study
    5.3 Limitations of the Study
    5.4 Suggestions for Future Research
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
學(xué)位論文數(shù)據(jù)集表



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