翻转课堂在初中英语听力教学中的应用研究
发布时间：2018-09-01 12:16
【摘要】：在当前新课程改革不断深化和教育信息化不断发展的背景下,传统的听力教学模式已经无法充分适应时代的发展趋势,也难以满足信息时代学生的学习需求,“教师放录音—学生做题—教师对答案”的教学模式亟待改善。与此同时,发源于美国的翻转课堂模式由于顺应了时代潮流,改变了传统教学模式中以教师为主体的现状,成为了风靡全球的教育现象。2012年前后,翻转课堂这一教学模式被逐渐引入我国,受到了国内诸多教育工作者的关注,并开始对其进行探索研究,不少学校将翻转课堂的模式与其学校实际相结合,推出了一些本土化的翻转课堂模式。笔者为了验证翻转课堂教学模式对于初中英语听力教学的可行性及其效果,设计了基于翻转课堂的英语听力教学模式研究。笔者借鉴了前人的研究成果,并与自己任教学校的具体情况相结合,设计出了初中英语听力教学的翻转课堂模式。该模式共有两个阶段,分为课前阶段和课上阶段。教师在课前制作微视频和听力任务单,学生自主学习微视频,完成听力任务,并反馈自己遇到的问题。课上通过小组合作探究、教师答疑解惑的方式解决听力学习中的问题,最后学生再通过练习巩固所学知识。为了更加清楚的阐释这一模式,笔者将给出了具体教学案例。笔者自2016年10月至2017年3月历时六个月有余,进行了细致深入的调查研究。在研究过程中,笔者综合运用了调查问卷法、实验法、访谈法等基本研究方法,通过对调查问卷数据的分析、对学生成绩的对比以及对学生访谈的总结,笔者发现:将翻转课堂模式应用于初中听力教学中是可行的,它调动了学生的学习积极性,增加了学生的听力学习兴趣,对学生听力能力的提高也起到了积极作用。虽然翻转课堂有着传统教学模式无法比拟的优势,但作为新事物,其发展与发展还需要一定的过程。在实践翻转课堂的过程中,一线教师应注意做好翻转前的准备、加强翻转中的监督以及重视翻转后的巩固。只有做好这些,才能真正将翻转课堂效果最大化。
[Abstract]:Under the background of the deepening of the new curriculum reform and the continuous development of educational informatization, the traditional listening teaching mode has been unable to fully adapt to the development trend of the times, and it is also difficult to meet the learning needs of students in the information age. The teaching mode of "teacher plays recording-students do questions-teacher to answer" needs to be improved urgently. At the same time, the flipping classroom model, which originated in the United States, has changed the teacher-centered status quo in the traditional teaching mode and become a worldwide phenomenon because it conforms to the trend of the times. Flipping classroom has been gradually introduced into our country, which has been concerned by many educators in China, and has begun to explore and study it. Many schools combine the flipping classroom model with their school practice. Some local flipping classroom models have been introduced. In order to verify the feasibility and effect of the flipping classroom teaching model for junior high school English listening teaching, the author designs a research on the English listening teaching model based on flipping classroom. The author draws lessons from the previous research results and combines with the specific situation of his own teaching school to design the flipping classroom model of English listening teaching in junior high school. There are two stages in this model, one is pre-class stage and the other is on-class stage. Teachers make micro video and listening task list before class, students learn micro video independently, complete listening task, and feedback their problems. In class, teachers solve the problems in listening learning by group cooperation. Finally, students consolidate what they have learned through practice. In order to explain this model more clearly, the author will give a specific teaching case. From October 2016 to March 2017, the author conducted a detailed investigation and study for more than six months. In the course of the research, the author synthetically used the basic research methods, such as questionnaire method, experiment method, interview method and so on, through the analysis of the questionnaire data, the comparison of the students' achievement and the summary of the student interview. The author finds that it is feasible to apply the flipping classroom model to junior high school listening teaching, which can arouse students' enthusiasm in learning, increase students' interest in listening learning and play a positive role in improving students' listening ability. Although the flipping classroom has unparalleled advantages over the traditional teaching mode, as a new thing, its development and development still need a certain process. In the course of the practice of flipping classroom, teachers should pay attention to the preparation before flipping, strengthen the supervision in flipping and attach importance to the consolidation after flipping. Only by doing this well can we really maximize the effect of the flipping class.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41;G434
[Abstract]:Under the background of the deepening of the new curriculum reform and the continuous development of educational informatization, the traditional listening teaching mode has been unable to fully adapt to the development trend of the times, and it is also difficult to meet the learning needs of students in the information age. The teaching mode of "teacher plays recording-students do questions-teacher to answer" needs to be improved urgently. At the same time, the flipping classroom model, which originated in the United States, has changed the teacher-centered status quo in the traditional teaching mode and become a worldwide phenomenon because it conforms to the trend of the times. Flipping classroom has been gradually introduced into our country, which has been concerned by many educators in China, and has begun to explore and study it. Many schools combine the flipping classroom model with their school practice. Some local flipping classroom models have been introduced. In order to verify the feasibility and effect of the flipping classroom teaching model for junior high school English listening teaching, the author designs a research on the English listening teaching model based on flipping classroom. The author draws lessons from the previous research results and combines with the specific situation of his own teaching school to design the flipping classroom model of English listening teaching in junior high school. There are two stages in this model, one is pre-class stage and the other is on-class stage. Teachers make micro video and listening task list before class, students learn micro video independently, complete listening task, and feedback their problems. In class, teachers solve the problems in listening learning by group cooperation. Finally, students consolidate what they have learned through practice. In order to explain this model more clearly, the author will give a specific teaching case. From October 2016 to March 2017, the author conducted a detailed investigation and study for more than six months. In the course of the research, the author synthetically used the basic research methods, such as questionnaire method, experiment method, interview method and so on, through the analysis of the questionnaire data, the comparison of the students' achievement and the summary of the student interview. The author finds that it is feasible to apply the flipping classroom model to junior high school listening teaching, which can arouse students' enthusiasm in learning, increase students' interest in listening learning and play a positive role in improving students' listening ability. Although the flipping classroom has unparalleled advantages over the traditional teaching mode, as a new thing, its development and development still need a certain process. In the course of the practice of flipping classroom, teachers should pay attention to the preparation before flipping, strengthen the supervision in flipping and attach importance to the consolidation after flipping. Only by doing this well can we really maximize the effect of the flipping class.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41;G434
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