基于活动理论的大学英语写作混合教学的实证研究

发布时间：2021-12-23 03:36

　　随着科技与互联网的迅猛发展,信息化已成为国家战略,教育信息化正迎来重大历史发展机遇。教育部印发的《教育信息化“十三五”规划》中指出,要“构建网络化、数字化、个性化、终身化的教育体系”,推动高校线上线下混合式教学改革。因此,结合面授学习和在线学习的混合教学已逐渐成为教育的趋势。英语写作是大学英语学习中重要的组成部分,是体现英语综合水平的语言输出形式。然而,前期研究表明,现有的传统课堂写作教学无法满足学习者写作学习的需求,而混合教学可以较好解决这一问题（王懿,2011）。由维果斯基提出的活动理论能体现师生的有机互动,满足学生需求,为混合教学提供理论指导（黄大网&杨巍,2010）。因此,笔者将基于活动理论设计应用微博的写作混合教学模式,旨在探究其对大学生英语写作水平的影响,具体研究问题如下:1)基于活动理论的混合教学模式是否对大学生英语写作成绩有影响?如有,有何影响?2)混合教学模式对不同英语水平学生写作成绩的影响是否有差异?如有,体现在哪些方面?3)混合教学模式对不同英语水平学生写作成绩影响产生差异的原因是什么?本文基于活动理论,设计以新浪微博为在线学习平台的混合学习模式,以某高校... 

【文章来源】：中北大学山西省

【文章页数】：96 页

【学位级别】：硕士

【文章目录】：
Abstract (in English)
Abstract (in Chinese)
Chapter One Introduction
    1.1 Background of the research
    1.2 Purpose of this research
    1.3 Significance of this research
        1.3.1 Theoretical significance
        1.3.2 Practical significance
    1.4 Structure of this research
Chapter Two Literature Review
    2.1 Definition of blended learning
    2.2 Content of blended learning
    2.3 Traits of blended learning
    2.4 Studies on blended learning in English writing
        2.4.1 Studies abroad
        2.4.2 Studies at home
    2.5 Summary
Chapter Three Theoretical Basis
    3.1 Definition of activity theory
    3.2 Development of activity theory
        3.2.1 First generation of activity theory
        3.2.2 Second generation of activity theory
        3.2.3 Third generation of activity theory
    3.3 Principles of activity theory
    3.4 Relation between activity theory and English writing
    3.5 Summary
Chapter Four Methodology
    4.1 Research questions
    4.2 Subjects
    4.3 Instruments
        4.3.1 Writing tests
        4.3.2 Interview
        4.3.3 Reflective diary
    4.4 Research procedures
        4.4.1 Writing topics
        4.4.2 Writing process
    4.5 Data collection
Chapter Five Results and Discussion
    5.1 Results of quantitative research methods
        5.1.1 Results of EG’s and CG’s writing tests
        5.1.2 Results of different-level EG’s writing tests
    5.2 Results of qualitative research methods
        5.2.1 Results of interview
        5.2.2 Results of reflective diary
    5.3 Discussion
        5.3.1 Improvement of college students’ English writing performance
        5.3.2 Different impacts on different-level students’ writing performance
        5.3.3 Reasons of differences on different-level students’ writing
Chapter Six Conclusion
    6.1 Major findings
    6.2 Limitations of the present study
    6.3 Suggestions for the further study
References
Appendix Ⅰ Writing task of pre-test
Appendix Ⅱ Writing task of post-test
Appendix Ⅲ Scale of the Composition
Appendix Ⅳ Interview
Appendix Ⅴ List of Tables
Appendix Ⅵ List of Figures
Papers Published during MA Program
Acknowledgements



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