翻转课堂教学模式下大学英语教师角色的调查研究
发布时间：2021-02-04 11:55
新课改背景下,翻转课堂教学模式不仅是对传统教学中知识传授和内化过程的翻转,对课堂教学任务规划和时间的重新安排,而且是对教师角色进行再定位。翻转课堂教学模式下,通过对大学英语教师角色的研究,促使教师准确定位大学英语教师课堂角色,打破陈旧的教学理念,形成良好的师生关系,营造轻松的课堂氛围,促使学生更有效地自主学习。在“以人为本”的教育理念下,翻转课堂教学中教师角色的重新定位为深化大学英语教育改革提供了新思路和创新点。然而,我国从学生角度对大学英语翻转课堂中教师角色的研究比较少。因此,本研究从学生角度对大学英语翻转课堂中教师角色进行研究,了解教师扮演的实际角色和学生所期待的教师角色是否存在差异,从而提出建议以缩小差异,最终提高大学英语的教学质量。本文以建构主义学习理论、马斯洛需要层次理论和西门斯的联通主义学习理论为理论依据,通过问卷调查和教师访谈,以担任广西师范大学2016级非英语专业本科生翻转课堂教学的2名英语教师和4个翻转课堂实验班的158名学生为研究对象,以期回答以下问题:（1）学生对大学英语翻转课堂教师角色的期待是什么?（2）大学英语教师在翻转课堂中的实际角色是什么?（3）翻转课堂教...
【文章来源】：广西师范大学广西壮族自治区
【文章页数】：76 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Chapter 1 Introduction
1.1 Research Background
1.2 Purpose of the Study
1.3 Significance of the Present Study
1.4 Structure of the Thesis
Chapter 2 Literature Review
2.1 Overview of the Flipped Classroom Teaching Mode
2.1.1 Definition of the Flipped Classroom
2.1.2 Definition of the Flipped Classroom Teaching Mode
2.2 Description of College English Teachers' Roles
2.2.1 Definition of Teachers' Roles
2.2.2 Definition of College English Teachers' Roles
2.3 Theoretical Foundation
2.3.1 Vygotsky's Social Constructive Learning Theory
2.3.2 Abraham Maslow's Hierarchy of Needs
2.3.3 Siemens's Connective Learning Theory
2.4 Research Review Abroad and at Home
2.4.1 Relevant Researches on Teachers' Roles in the Flipped Classroom Teaching Mode Abroad
2.4.2 Relevant Researches on Teachers' Roles in the Flipped Classroom Teaching Mode at Home
Chapter 3 Research Design
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Questionnaires
3.3.2 Interview
3.4 Data Collection and Data Analysis
Chapter 4 Results and Discussion
4.1 Overall Descriptions of Students' Expectation on College English Teachers' Roles in Flipped Classroom
4.2 Overall Description of College English Teachers' Actual Roles in Flipped Classroom
4.3 Comparative Analysis Between Students' Expectation on College English Teachers' Roles and Teachers' Actual Roles in Flipped Classroom
4.3.1 Learning Resource Provider
4.3.2 Autonomous Learning Instructor
4.3.3 Knowledge and Culture Initiator
4.3.4 Network Platform Manager
4.3.5 Classroom Organizing Participant
4.3.6 Learning Facilitator
4.3.7 Study and Life Helper
4.3.8 Learning Outcome Evaluator
4.3.9 Moral and Emotional Inductor
4.4 Discussion
Chapter 5 Pedagogical Implications
5.1 Major Findings of the Present Study
5.2 Implications of the Present Study
5.2.1 Enhancing Teachers' Ability to Use Modern Information Technology
5.2.2 Creating More Opportunities of Communication
5.2.3 Cultivating Students' Capability of Resource Integration
5.2.4 Having a Deeper Understanding of Students' Learning Needs
Chapter 6 Conclusion
6.1 Summary of the Present Study
6.2 Limitations of the Present Study
6.3 Suggestions for Future Study
Appendices
Appendix Ⅰ 学生对大学英语翻转课堂教师角色的期待
Appendix Ⅱ 大学英语翻转课堂教师扮演的实际角色
Appendix Ⅲ 大学英语翻转课堂教师角色访谈题目（教师）
Bibliography
Acknowledgements
【参考文献】：
期刊论文
[1]大学英语教学中翻转课堂模式的应用[J]. 彭希艳. 黑龙江科学. 2018(03)
[2]大学英语翻转课堂教学模式的实验研究[J]. 周晓玲,刘燕梅. 广西师范大学学报(哲学社会科学版). 2016(05)
[3]翻转课堂模式在大学英语教学中的应用研究述评[J]. 邓笛. 外语界. 2016(04)
[4]翻转课堂教学模式下教师角色转变与综合素养提升[J]. 田爱丽. 教师教育研究. 2015(05)
[5]大学英语教师应对翻转课堂的策略[J]. 魏东新. 教育探索. 2014(12)
[6]基于微课的“翻转课堂”模式在大学英语教学中应用的可行性分析[J]. 卢海燕. 外语电化教学. 2014(04)
[7]从“翻转课堂”的本质,看“翻转课堂”在我国的未来发展[J]. 何克抗. 电化教育研究. 2014(07)
[8]“翻转课堂”与教师角色转型[J]. 黄金煜,郑友训. 上海教育科研. 2014(06)
[9]翻转课堂教学模式研究[J]. 张金磊,王颖,张宝辉. 远程教育杂志. 2012(04)
[10]透视“翻转课堂”[J]. 张跃国,张渝江. 中小学信息技术教育. 2012(03)
硕士论文
[1]基于翻转课堂的大学英语教学模式的实证研究[D]. 苏炜婷.西北民族大学 2017
[2]翻转课堂模式下感知教师角色行为与期待教师角色行为对比研究—学生角度[D]. 金雪.浙江工商大学 2017
[3]多媒体教学环境下大学英语教师角色的研究[D]. 苟巧丽.四川外语学院 2012
本文编号：3018264
【文章来源】：广西师范大学广西壮族自治区
【文章页数】：76 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Chapter 1 Introduction
1.1 Research Background
1.2 Purpose of the Study
1.3 Significance of the Present Study
1.4 Structure of the Thesis
Chapter 2 Literature Review
2.1 Overview of the Flipped Classroom Teaching Mode
2.1.1 Definition of the Flipped Classroom
2.1.2 Definition of the Flipped Classroom Teaching Mode
2.2 Description of College English Teachers' Roles
2.2.1 Definition of Teachers' Roles
2.2.2 Definition of College English Teachers' Roles
2.3 Theoretical Foundation
2.3.1 Vygotsky's Social Constructive Learning Theory
2.3.2 Abraham Maslow's Hierarchy of Needs
2.3.3 Siemens's Connective Learning Theory
2.4 Research Review Abroad and at Home
2.4.1 Relevant Researches on Teachers' Roles in the Flipped Classroom Teaching Mode Abroad
2.4.2 Relevant Researches on Teachers' Roles in the Flipped Classroom Teaching Mode at Home
Chapter 3 Research Design
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Questionnaires
3.3.2 Interview
3.4 Data Collection and Data Analysis
Chapter 4 Results and Discussion
4.1 Overall Descriptions of Students' Expectation on College English Teachers' Roles in Flipped Classroom
4.2 Overall Description of College English Teachers' Actual Roles in Flipped Classroom
4.3 Comparative Analysis Between Students' Expectation on College English Teachers' Roles and Teachers' Actual Roles in Flipped Classroom
4.3.1 Learning Resource Provider
4.3.2 Autonomous Learning Instructor
4.3.3 Knowledge and Culture Initiator
4.3.4 Network Platform Manager
4.3.5 Classroom Organizing Participant
4.3.6 Learning Facilitator
4.3.7 Study and Life Helper
4.3.8 Learning Outcome Evaluator
4.3.9 Moral and Emotional Inductor
4.4 Discussion
Chapter 5 Pedagogical Implications
5.1 Major Findings of the Present Study
5.2 Implications of the Present Study
5.2.1 Enhancing Teachers' Ability to Use Modern Information Technology
5.2.2 Creating More Opportunities of Communication
5.2.3 Cultivating Students' Capability of Resource Integration
5.2.4 Having a Deeper Understanding of Students' Learning Needs
Chapter 6 Conclusion
6.1 Summary of the Present Study
6.2 Limitations of the Present Study
6.3 Suggestions for Future Study
Appendices
Appendix Ⅰ 学生对大学英语翻转课堂教师角色的期待
Appendix Ⅱ 大学英语翻转课堂教师扮演的实际角色
Appendix Ⅲ 大学英语翻转课堂教师角色访谈题目（教师）
Bibliography
Acknowledgements
【参考文献】：
期刊论文
[1]大学英语教学中翻转课堂模式的应用[J]. 彭希艳. 黑龙江科学. 2018(03)
[2]大学英语翻转课堂教学模式的实验研究[J]. 周晓玲,刘燕梅. 广西师范大学学报(哲学社会科学版). 2016(05)
[3]翻转课堂模式在大学英语教学中的应用研究述评[J]. 邓笛. 外语界. 2016(04)
[4]翻转课堂教学模式下教师角色转变与综合素养提升[J]. 田爱丽. 教师教育研究. 2015(05)
[5]大学英语教师应对翻转课堂的策略[J]. 魏东新. 教育探索. 2014(12)
[6]基于微课的“翻转课堂”模式在大学英语教学中应用的可行性分析[J]. 卢海燕. 外语电化教学. 2014(04)
[7]从“翻转课堂”的本质,看“翻转课堂”在我国的未来发展[J]. 何克抗. 电化教育研究. 2014(07)
[8]“翻转课堂”与教师角色转型[J]. 黄金煜,郑友训. 上海教育科研. 2014(06)
[9]翻转课堂教学模式研究[J]. 张金磊,王颖,张宝辉. 远程教育杂志. 2012(04)
[10]透视“翻转课堂”[J]. 张跃国,张渝江. 中小学信息技术教育. 2012(03)
硕士论文
[1]基于翻转课堂的大学英语教学模式的实证研究[D]. 苏炜婷.西北民族大学 2017
[2]翻转课堂模式下感知教师角色行为与期待教师角色行为对比研究—学生角度[D]. 金雪.浙江工商大学 2017
[3]多媒体教学环境下大学英语教师角色的研究[D]. 苟巧丽.四川外语学院 2012
本文编号：3018264
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