微课在初中英语语法课后复习中的应用研究

发布时间：2021-03-01 12:05

　　现代教育技术正在教育领域发挥着越来越大的作用。在现有众多现代教育技术之,微课是个蓬勃发展的新事物。本文是微课在初中英语语法课后复习中的一种实验性运用总结。基于建构主义学习理论、自我调节学习理论、情境教学法、艾宾浩斯遗忘规律理论和经验之塔理论,笔者在福州市第十九中学的两个平行班做了一次实证研究,旨在:1)探索微课是否能提高初中学生在课后复习英语语法的兴趣;2)探索微课是否能提高初中学生在课后复习英语语法的效率;3)探索微课是否能提高初中学生的英语语法水平。本实验包括相关文献梳理、问卷调查和系列采访,从中得出以下两大发现:1)在实验中,微课确实在实验班学生的英语语法课后复习中发挥了积极作用,微课确实能提高初中学生的英语语法水平。同时,微课也提高了初中学生在课后复习英语语法的兴趣和效率;2)在设计和制作微课时,需要遵守一定原则。首先,微课的内容应该清晰有条理。其次,同系列的微课与微课之间应该相互独立又相互联系。然后,微课应该注重情境化,并与学生的实际生活相联系。再者,每一微课时长应保证效率为先。同时,微课还应该生动有趣、引人入胜、言简意赅。最后,假如遇到较难的语法规则,微课可以讲解得稍微详细... 

【文章来源】：福建师范大学福建省

【文章页数】：83 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
中文文摘
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purposes and Research Significance
    1.3 Structure of This Thesis
Chapter Two Literature Review
    2.1 Studies at Home and Abroad
        2.1.1 Microlectures
        2.1.2 Significance of English Grammar Learning
        2.1.3 Methods to Review English Grammar
        2.1.4 Application of Microlectures to After-class English Grammar Review forJunior High School Students
    2.2 Theoretical Basis
        2.2.1 Constructivist Learning Theory
        2.2.2 Situational Approach
        2.2.3 Cone of Experience
        2.2.4 Ebbinghaus Forgetting Curve
        2.2.5 Self-regulated Learning Theory
Chapter Three Microlectures in the Present Thesis
    3.1 Introducing the Microlectures
    3.2 Design Principles
    3.3 Producing Procedures
    3.4 Application Method
Chapter Four Research Design
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Instruments
        4.3.1 Questionnaires
        4.3.2 Experiment
        4.3.3 Interviews
    4.4 Research Procedures
    4.5 Research Data Collection
Chapter Five Results and Discussion
    5.1 The Analysis of the Students Before the Experiment
        5.1.1 Questionnaire One
        5.1.2 Pre-experiment English Grammar Test
    5.2 The Analysis of the Effectiveness of the Application
        5.2.1 Mid-experiment English Grammar Test
        5.2.2 First Interview with the Students
        5.2.3 Post-experiment English Grammar Test
        5.2.4 Questionnaire Two
        5.2.5 Second Interview with the Students
        5.2.6 Interview with the English Teacher
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implications
        6.2.1 Implications on Microlectures
        6.2.2 Implications on Applying Microlectures
    6.3 Limitations and Suggestions for Future Researches
References
Acknowledgements
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