基于微信的翻转课堂模式在高中英语教学中的应用研究
发布时间：2020-10-26 07:47
《普通高中英语课程标准》指出:根据英语课程对课外视听活动和课外阅读量的要求,教师要引导学生将课内学习与课外学习有机结合。为此,教师要积极与学生共同开发更为丰富和更有价值的学习资源,鼓励学生开展自主学习、合作学习和探究式学习。翻转课堂教学模式密切联系课内外教学活动,关注学生的学习主体性,微信作为一种特殊的移动社交网络应用工具被广泛应用于教育领域,顺应了英语课程将课内学习与课外学习有机结合并促进学生发展自主学习能力的要求。高中英语课堂教学存在学生自主学习能力不强、学生课堂参与度不高等问题(束定芳,2014)。针对上述现状,基于建构主义理论开展应用研究,本研究主要回答以下三个问题:(1)基于微信的翻转课堂模式能否培养学生的英语自主学习能力?(2)基于微信的翻转课堂模式能否增强学生参与英语课堂的积极性?(3)基于微信的翻转课堂模式能否提高学生的英语成绩?基于建构主义理论,以《普通高中英语课程标准》为指导,针对高中英语教学内容、教学目标、教学环境及高中生的需求和特点,依据基于微信的翻转课堂模式设计原则,构建了基于微信的“三阶段六环节”翻转课堂教学模式。“三阶段”指课前知识传授、课中知识内化和课后知识迁移,“六环节”指教师引导自主学习、学生课前自主学习、教师促进知识内化、课堂讨论及汇报、教师辅助知识迁移及学生课后自主学习。每个环节又包含多种教学活动,形成完整的教学过程。创建了微信公众号及微信群,并将此模式应用于教学实践。研究对象为天水一中高一(6)班和高一(16)班共120名学生,实验前对比分析了两个班单元考试成绩,两个班的英语成绩相当。采用问卷调查法及访谈法对实验班学生的英语自主学习能力、参与课堂的积极性进行了为期一学期的研究,并对实验前后两个班的英语成绩进行了对比与分析,探究基于微信的翻转课堂教学模式对高中生英语成绩的影响。实验数据表明,基于微信的翻转课堂教学模式培养了学生的英语自主学习能力;激发了学生参与英语课堂的积极性;提高了学生的英语成绩。本研究构建的基于微信的翻转课堂“三阶段六环节”教学模式充分发挥了微信的教育功能,弥补了前人研究中缺少课前自主学习情况测试与课后个性化自主复习的不足,利于培养学生的自主学习能力;贯穿整个模式各个阶段的多种评价形式及多种交互活动有助于激发学生参与英语课堂的积极性;提高了学生的英语学习成绩。本研究的创新之处是:(1)构建了基于微信的翻转课堂模式,并将其应用于高中英语教学实践;(2)探索了培养学生自主学习能力及提高学生参与课堂积极性的措施,并通过应用研究验证了其可行性及合理性。在教育的可移动化趋势下,教师应不断提高自己的信息技术素养,更新教育教学理念,将新技术与教学相结合,积极探索新型的教学模式,弥补传统教学中的不足,促进学生综合语言运用能力的提高。该研究为翻转课堂模式在高中英语教学中的应用提供了实践经验,为高中英语教学提供了新的方法。由于翻转课堂模式在国内的应用还处于不断探索阶段,基于微信的翻转课堂模式的有效性还有待于在今后的教学实践中不断地检验和完善。
【学位单位】：天水师范学院
【学位级别】：硕士
【学位年份】：2018
【中图分类】：G434;G633.41
【文章目录】：
Abstract
摘要
1. Introduction
1.1 Research Background
1.2 Research Purpose and Significance
1.3 Organization of the Thesis
2. Literature Review
2.1 Related Definitions
2.1.1 We Chat
2.1.2 Flipped Classroom
2.2 Related Studies on Flipped Classroom Abroad
2.2.1 Students’ Attitude Towards Flipped Classroom
2.2.2 Application Strategies of Flipped Classroom
2.2.3 Application Effect of Flipped Classroom
2.3 Related Studies on Flipped Classroom at Home
2.3.1 Characteristics of Flipped Classroom
2.3.2 Design and Application Strategies of Flipped Classroom Model
2.3.3 Application Effect of Flipped Classroom
2.4 Related Studies on We Chat Based Flipped Classroom Model at Home
2.4.1 Construction and Application of We Chat Based Flipped Classroom Model
2.4.2 Studies on the We Chat Based Flipped Classroom Model in Senior High School English Teaching
2.5 Description of We Chat Based Flipped Classroom in Senior High School of the Study
2.5.1 Current Situation of Senior High School English Teaching
2.5.2 Integration Points of We Chat and Flipped Classroom
2.5.3 We Chat Based Flipped Classroom Model of the Study
2.6 Summary
3. Constructivism Theory as the Theoretical Basis of the Study
4. Construction of We Chat Based Senior High School English Flipped Classroom Model
4.1 Analysis of Teaching Objects
4.2 Analysis of Realization Conditions
4.3 Analysis of Teaching Procedures
4.4 Analysis of Effect Evaluations
5. Application Design of We Chat Based Flipped Classroom Model
5.1 Research Questions
5.2 Research Subjects
5.3 Research Methods
5.3.1 Questionnaire
5.3.2 Interview
5.4 Research Procedures
5.4.1 Preparation of the Experiment
5.4.2 Application Procedures of We Chat Based Flipped Classroom Model
5.4.3 Activities after the Experiment
5.5 Application Case of We Chat Based Flipped Classroom Model in Senior High School English Teaching
6. Data Analysis and Discussion
6.1 Students’ English Autonomous Learning Ability is Developed by We Chat Based Flipped Classroom Model
6.1.1 Data Analysis and Discussion about Students’ Motivation before and after the Experiment
6.1.2 Data Analysis and Discussion about Students’ Learning Method before and after the Experiment
6.1.3 Data Analysis and Discussion about Students’ Learning Resources before and after the Experiment
6.1.4 Data Analysis and Discussion about Students’ Self-evaluation and Judgement before and after the Experiment
6.1.5 Data Analysis and Discussion about the Influencing Factors of Students’ English Autonomous Learning Ability
6.2 Students’ Enthusiasm for Participating in English Classroom are Stimulated by WeChat Based Flipped Classroom Model
6.2.1 Data Analysis and Discussion about Students’ Enthusiasm for Participating in English Classroom Activities
6.2.2 Data Analysis and Discussion about Quantity and Modes of English Classroom Interaction
6.2.3 Data Analysis and Discussion about Overall Atmosphere of English Classroom
6.3 Students’ English Grades are Improved by We Chat Based Flipped Classroom Model
6.3.1 Data Analysis and Discussion about English Grades of Experimental Class and Control Class in the Pre-test
6.3.2 Data Analysis and Discussion about English Grades of Experimental Class in the Pre-test and Post-test
6.3.3 Data Analysis and Discussion about English Grades of Control Class in the Pre-test and Post-test
6.3.4 Data Analysis and Discussion about English Grades of Experimental Class and Control Class in the Post-test
6.4 Summary
7. Conclusion
7.1 Major Findings of the Study
7.2 Implications and Suggestions for Future Study
7.3 Limitations of the Study
References
Appendix I
Appendix II
Appendix III
学位论文数据集
Acknowledgements
【参考文献】
本文编号：2856718
【学位单位】：天水师范学院
【学位级别】：硕士
【学位年份】：2018
【中图分类】：G434;G633.41
【文章目录】：
Abstract
摘要
1. Introduction
1.1 Research Background
1.2 Research Purpose and Significance
1.3 Organization of the Thesis
2. Literature Review
2.1 Related Definitions
2.1.1 We Chat
2.1.2 Flipped Classroom
2.2 Related Studies on Flipped Classroom Abroad
2.2.1 Students’ Attitude Towards Flipped Classroom
2.2.2 Application Strategies of Flipped Classroom
2.2.3 Application Effect of Flipped Classroom
2.3 Related Studies on Flipped Classroom at Home
2.3.1 Characteristics of Flipped Classroom
2.3.2 Design and Application Strategies of Flipped Classroom Model
2.3.3 Application Effect of Flipped Classroom
2.4 Related Studies on We Chat Based Flipped Classroom Model at Home
2.4.1 Construction and Application of We Chat Based Flipped Classroom Model
2.4.2 Studies on the We Chat Based Flipped Classroom Model in Senior High School English Teaching
2.5 Description of We Chat Based Flipped Classroom in Senior High School of the Study
2.5.1 Current Situation of Senior High School English Teaching
2.5.2 Integration Points of We Chat and Flipped Classroom
2.5.3 We Chat Based Flipped Classroom Model of the Study
2.6 Summary
3. Constructivism Theory as the Theoretical Basis of the Study
4. Construction of We Chat Based Senior High School English Flipped Classroom Model
4.1 Analysis of Teaching Objects
4.2 Analysis of Realization Conditions
4.3 Analysis of Teaching Procedures
4.4 Analysis of Effect Evaluations
5. Application Design of We Chat Based Flipped Classroom Model
5.1 Research Questions
5.2 Research Subjects
5.3 Research Methods
5.3.1 Questionnaire
5.3.2 Interview
5.4 Research Procedures
5.4.1 Preparation of the Experiment
5.4.2 Application Procedures of We Chat Based Flipped Classroom Model
5.4.3 Activities after the Experiment
5.5 Application Case of We Chat Based Flipped Classroom Model in Senior High School English Teaching
6. Data Analysis and Discussion
6.1 Students’ English Autonomous Learning Ability is Developed by We Chat Based Flipped Classroom Model
6.1.1 Data Analysis and Discussion about Students’ Motivation before and after the Experiment
6.1.2 Data Analysis and Discussion about Students’ Learning Method before and after the Experiment
6.1.3 Data Analysis and Discussion about Students’ Learning Resources before and after the Experiment
6.1.4 Data Analysis and Discussion about Students’ Self-evaluation and Judgement before and after the Experiment
6.1.5 Data Analysis and Discussion about the Influencing Factors of Students’ English Autonomous Learning Ability
6.2 Students’ Enthusiasm for Participating in English Classroom are Stimulated by WeChat Based Flipped Classroom Model
6.2.1 Data Analysis and Discussion about Students’ Enthusiasm for Participating in English Classroom Activities
6.2.2 Data Analysis and Discussion about Quantity and Modes of English Classroom Interaction
6.2.3 Data Analysis and Discussion about Overall Atmosphere of English Classroom
6.3 Students’ English Grades are Improved by We Chat Based Flipped Classroom Model
6.3.1 Data Analysis and Discussion about English Grades of Experimental Class and Control Class in the Pre-test
6.3.2 Data Analysis and Discussion about English Grades of Experimental Class in the Pre-test and Post-test
6.3.3 Data Analysis and Discussion about English Grades of Control Class in the Pre-test and Post-test
6.3.4 Data Analysis and Discussion about English Grades of Experimental Class and Control Class in the Post-test
6.4 Summary
7. Conclusion
7.1 Major Findings of the Study
7.2 Implications and Suggestions for Future Study
7.3 Limitations of the Study
References
Appendix I
Appendix II
Appendix III
学位论文数据集
Acknowledgements
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