大学英语口语翻转课堂教学行动研究

发布时间：2018-05-12 22:42

本文选题：翻转课堂 + 大学英语口语教学　；参考：《长江大学》2017年硕士论文

【摘要】：根据《大学英语课程教学要求》,大学英语的教学目标是培养学生的英语综合应用能力,特别是听说能力,使他们在今后学习、工作和社会交往中能用英语有效地进行交际;大学英语课程的设计应充分考虑听说能力培养的要求,应大量使用先进的信息技术,开发和建设各种基于计算机和网络的课程,为学生提供良好的语言学习环境与条件。尽管多年来我国的大学英语口语教学取得了显著的成绩,但是口语教学仍然是我国大学英语教学中的薄弱环节,学生间很少有机会用口语进行交流。随着我国教育信息化的不断发展,传统的教学模式已难以适应新型课堂教学的要求。在这种背景下,“翻转课堂”应运而生。“翻转课堂”指重新调整课堂内外的时间。它强调激发学生的学习兴趣,培养学生的自主学习能力和合作探究能力,翻转课堂的这些特征都迎合了新课程改革的要求。因此,本文想借助翻转课堂这一全新教学模式,运用行动研究法,配合使用测试,问卷调查,访谈和教师日志等多种研究工具对翻转课堂在大学英语口语教学中的应用进行行动研究,以期探索全新教学模式,激发大学生口语学习兴趣;提高学生的口语水平能力,让学生能够用所学的知识说话。文章采用定性与定量研究相结合的研究方法,研究数据以试卷分析为主,访谈,教师日志为辅。本研究采用行动研究法,针对45名公共事业管理专业大一新生实施了大学英语口语翻转课堂教学行动研究,配合使用测试、问卷、访谈和教师日志等研究工具,试图回答三个研究问题:大学英语口语翻转课堂教学模式是否有利于学生学习掌握并运用口语知识进而提高成绩?大学英语口语翻转课堂教学模式是否能提高学生学习兴趣并降低学习焦虑感,增强学习自信?翻转课堂实施大学英语口语教学过程中存在什么问题?怎样改进才利于提升大学英语口语教学的课堂效率?本研究包括三轮行动研究,整个行动共持续3个月,实施口语翻转课堂教学模式共计12学时。根据Kemmis and McTaggart提出的行动研究步骤,每一轮行动研究均按四个步骤进行:计划、实施、观察、反思。通过分析测试成绩、学生访谈结果、教师日志和学生互评表,本研究结果表明:大学英语口语翻转课堂教学能够提高学生的英语口语成绩,增加学生英语口语学习兴趣,减少焦虑并增强自信。根据实施翻转课堂教学班级学生前后测成绩进行相关系数分析,学生前测平均分为70.3分,后测平均分为88.8分,在配对样本t检验中,Sig.(2-tailed)为0.000,小于0.05,表明实验班级前后测口语成绩上存在显著性差异,学生英语口语成绩显著提高。通过访谈及教师日志,了解到大学英语口语翻转课堂教学模式加强了学生口语学习兴趣,减少焦虑并加强了自信。尽管当下翻转课堂教学研究己经比较成熟,但是并没有形成完善的框架。本研究提出的大学英语口语翻转课堂教学模式虽是基于前人的研究发展而来,但这一模式还有待更多的实践检验。另外,由于实施对象的局限性以及时间和精力有限,研究者不能选择更大的样本进行量表的信度和效度检验,因而,研究工具的精确性会使量化数据说服力不够。基于此,研究者还需要继续通过教学实践来发现教学模式的缺陷,进而完善其结构和内容。本研究只以湖北理工学院大一某一个班级新生英语口语教学为例,未来的研究需要在更多班级更多课型中进行设计方法的探索。
[Abstract]:According to the teaching requirements of College English courses, the goal of College English teaching is to cultivate students' Comprehensive English application ability, especially the ability of listening and speaking, so that they can communicate effectively in the future study, work and social communication. The design of College English courses should take full account of the requirements of the training of listening and speaking ability, and should be used in a large amount. Advanced information technology, development and construction of various courses based on computer and network, provide good language learning environment and conditions for students. Although many years have made remarkable achievements in oral English Teaching in our country, oral teaching is still a weak link in the teaching of College English in our country. There are few opportunities for students to use. With the continuous development of the educational information in our country, the traditional teaching mode has been difficult to meet the requirements of the new class teaching. Under this background, the "flipped class" emerges as the times require. The "flipped class" refers to the readjustment of the time inside and outside the classroom. It emphasizes the interest in learning and the students' self-learning ability. These features all cater to the requirements of the new curriculum reform. Therefore, this paper wants to use the new teaching model, using the action research method, with the use of test, questionnaire, interview and teacher's log, to use the new teaching model in the flipping class, and the application of a variety of research tools, such as the use of test, questionnaire, interview and teacher's log, to the oral English Teaching in the college. Carry out action research, in order to explore new teaching mode, stimulate students' interest in oral English learning, improve students' oral proficiency, and let students speak with their knowledge. The article adopts the research method combining qualitative and quantitative research, research data is based on test paper analysis, interview, and teacher's log is supplemented. This study adopts action. The research method, aiming at 45 major freshmen of public service management, carried out the action research on the College English oral English reversal classroom teaching, combined with the use of test, questionnaire, interview and teacher's log, and tried to answer three research questions: whether the teaching model of the English oral English reversal classroom is beneficial to the students to learn and use oral English Knowledge and further improvement? Does the overturn classroom teaching model of spoken English improve students' interest in learning and reduce learning anxiety and self-confidence? What are the problems in the process of College English oral English teaching and how to improve the classroom efficiency of college oral English teaching? This study includes three The whole operation lasted for 3 months, and the whole operation lasted for 3 months. The teaching mode was 12 hours. According to the action research steps proposed by Kemmis and, each round of action research was carried out in four steps: plan, implementation, observation, reflection. The results of this study show that the overturned classroom teaching of oral English can improve students' oral English performance, increase students' interest in oral English learning, reduce anxiety and enhance self-confidence. According to the correlation coefficient analysis, the average of students' pre test scores is divided into 70.3 points, and the posttest is divided into 88.8. In the paired sample t test, Sig. (2-tailed) is 0 and less than 0.05. It shows that there are significant differences in oral English test results before and after the experimental class, and the students' oral English performance has been significantly improved. Through interview and teacher's log, the English oral English reversal classroom teaching mode has been found to enhance students' interest in oral English learning, reduce anxiety and strengthen In spite of the maturity of the present study on the overturned classroom teaching, there is no perfect framework. The study proposed by this study is based on the research and development of previous studies, but this model needs more practical test. The researchers can not choose a larger sample to test the reliability and validity of the scale. Therefore, the accuracy of the research tool will make the quantitative data less convincing. Based on this, the researchers need to continue to find out the defects of the teaching model through teaching practice, and then improve their structure and content. This research is only based on Hubei science and engineering. For example, a freshman oral English Teaching in a freshman class is required to explore the design method in more classes in future classes.

【学位授予单位】：长江大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3;G434

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