大学英语翻转课堂模式下学习者自我效能感研究
发布时间：2023-01-11 04:16
在教育信息化背景下,翻转课堂为大学英语教学改革提供了新的思路和方向,同时也对学习者提出了新的要求。大学英语翻转课堂的成功实施与学习者因素息息相关。学者Bandura（1977）在社会认知理论的基础上提出了自我效能感理论及其基本框架,并指出自我效能感是一个动态因素,随时间、学习环境和学习任务变化。目前翻转课堂相关研究主要集中在翻转课堂的概念界定、模式探究以及实施效果,但关于翻转课堂中学生个体因素的研究十分有限。本研究旨在:（1）调查大学英语翻转课堂模式下学习者的自我效能感整体水平;（2）探究大学英语翻转课堂模式下学习者自我效能感的影响因素首先,本研究在前人研究的基础上构建大学英语翻转课堂模式下学习者自我效能感量表,并在验证其信效度之后用于调查重庆某高校非英语专业学英语翻转课堂学习者的整体自我效能感水平。然后,本研究通过量表结果以及参与者提供的人口学信息分析性别和专业对自我效能感的影响。最后,通过问卷和访谈进一步探究影响自我效能感的其他因素。研究发现:（1）大学英语翻转课堂模式下学习者的整体自我效能良好,其中学习者的课外环境自我效能感和课内学习行为控制能力自我效能感最高,而课外学习能力和课...
【文章页数】：122 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Acknowledgements
List of Abbreviations
Chapter One Introduction
1.1 Background of the Study
1.2 Objectives of the Research
1.3 Significance of the Study
1.4 Layout of the Thesis
Chapter Two Literature Review
2.1 Studies of Self-efficacy
2.1.1 The Introduction of Self-efficacy
2.1.2 The Frameworks of Self-efficacy
2.1.3 Studies of Self-efficacy
2.1.4 Studies of Self-efficacy within EFL Learning Context
2.2 Studies of Flipped Classroom
2.2.1 The Introduction of Flipped Classroom
2.2.2 Studies of Flipped Classroom
2.2.3 Studies of Flipped Classroom within EFL Teaching Context
2.2.4 Studies of College EFL Learners in Flipped Classroom
2.3 Summary
Chapter Three Methodology
3.1 Research Questions
3.2 Research Setting
3.3 Participants
3.4 Research Instruments
3.4.1 CEFCLSS
3.4.2 FLCAS
3.4.3 CEFCLPQ
3.4.4 Semi-structured Focus-group Interview
3.5 Research Procedures
3.5.1 The Development of the CEFCLSS
3.5.2 The Validation of the CEFCLSS
3.5.3 The Application of the CEFCLSS
3.5.4 The Adoption of Related Scale and Questionnaire
3.5.5 The Conduction of Semi-structured Group Focus Interview
3.6 Data Collection and Analysis
3.6.1 CEFCLSS
3.6.2 FLCAS and CEFCLPQ
3.6.3 Semi-structured Focus-group Interview
Chapter Four Results and Discussions
4.1 The Overall Self-efficacy Level College English Flipped Classroom Learners
4.1.1 The Overall Self-efficacy Level of the College English Learners
4.1.2 The Detailed Self-efficacy level of the College English Learners
4.2 The Major Factors Affecting College English Learners’ Self-efficacy in Flipped Classroom
4.2.1 The Influence of Gender on College English Flipped Classroom Learners’ Self-efficacy
4.2.2 The Influence of Major on College English Flipped Classroom Learners’ Self-efficacy
4.2.3 The Influence of Foreign Language Classroom Anxiety on College English Flipped Classroom Learners’ Self-efficacy
4.2.4 The Influence of Online Task,In-class Activities and Learners’ Engagement on College English Flipped Classsroom Learners’ Self-efficacy
4.2.5 Other Factors Collected from Semi-structured Interview
Chapter Five Conclusion
5.1 Main findings
5.2 Implications
5.3 Limitations
References
Appendix A The Initial College English Flipped Classroom Learner’s Self-efficacy Scale
Appendix B Foreign Language Classroom Anxiety Scale
Appendix C College English Flipped Classroom Learner’s Perception Questionnaire
Appendix D The Protocols of Semi-structured Focus Group Interview
Appendix E The Final College English Flipped Classroom Learner’s Self-efficacy Scale
Appendix F Raw Materials from SPSS and AMOS
【参考文献】：
期刊论文
[1]基于情境感知的大学英语翻转课堂模式研究[J]. 李晓东,王保云. 外语电化教学. 2017(06)
[2]高校教师翻转课堂教学胜任力模型构建研究——兼及“人工智能+”背景下的教学新思考[J]. 郝兆杰,潘林. 远程教育杂志. 2017(06)
[3]翻转课堂模式下学生学习行为影响因素分析——基于大学英语教学的实证研究[J]. 王聿良,吴美玉. 外语电化教学. 2017(05)
[4]基于微课和慕课的翻转课堂教学设计研究[J]. 陈子超. 中国电化教育. 2017(09)
[5]基于任务的大学英语翻转课堂教学模式研究[J]. 王素敏. 现代教育技术. 2016(09)
[6]翻转课堂教学模式中的学习策略研究——以小学课外英语教学为例[J]. 曲茜美,缪蓉. 中国电化教育. 2016(03)
[7]中国学习者英语课堂焦虑情绪对比:翻转vs.传统[J]. 高照,李京南. 外语电化教学. 2016(01)
[8]网络学习空间提升自我效能感的效果研究[J]. 谢幼如,盛创新,杨晓彤,伍文燕. 中国电化教育. 2016(01)
[9]基于SPOC的翻转课堂教学设计模式在开放大学中的应用研究[J]. 王朋娇,段婷婷,蔡宇南,曾祥民. 中国电化教育. 2015(12)
[10]成人在线学习自我效能感量表编制及测量[J]. Jessica Li,王辞晓,吴峰. 远程教育杂志. 2015(06)
博士论文
[1]学习自我效能感量表的编制与应用[D]. 边玉芳.华东师范大学 2003
本文编号：3729396
【文章页数】：122 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Acknowledgements
List of Abbreviations
Chapter One Introduction
1.1 Background of the Study
1.2 Objectives of the Research
1.3 Significance of the Study
1.4 Layout of the Thesis
Chapter Two Literature Review
2.1 Studies of Self-efficacy
2.1.1 The Introduction of Self-efficacy
2.1.2 The Frameworks of Self-efficacy
2.1.3 Studies of Self-efficacy
2.1.4 Studies of Self-efficacy within EFL Learning Context
2.2 Studies of Flipped Classroom
2.2.1 The Introduction of Flipped Classroom
2.2.2 Studies of Flipped Classroom
2.2.3 Studies of Flipped Classroom within EFL Teaching Context
2.2.4 Studies of College EFL Learners in Flipped Classroom
2.3 Summary
Chapter Three Methodology
3.1 Research Questions
3.2 Research Setting
3.3 Participants
3.4 Research Instruments
3.4.1 CEFCLSS
3.4.2 FLCAS
3.4.3 CEFCLPQ
3.4.4 Semi-structured Focus-group Interview
3.5 Research Procedures
3.5.1 The Development of the CEFCLSS
3.5.2 The Validation of the CEFCLSS
3.5.3 The Application of the CEFCLSS
3.5.4 The Adoption of Related Scale and Questionnaire
3.5.5 The Conduction of Semi-structured Group Focus Interview
3.6 Data Collection and Analysis
3.6.1 CEFCLSS
3.6.2 FLCAS and CEFCLPQ
3.6.3 Semi-structured Focus-group Interview
Chapter Four Results and Discussions
4.1 The Overall Self-efficacy Level College English Flipped Classroom Learners
4.1.1 The Overall Self-efficacy Level of the College English Learners
4.1.2 The Detailed Self-efficacy level of the College English Learners
4.2 The Major Factors Affecting College English Learners’ Self-efficacy in Flipped Classroom
4.2.1 The Influence of Gender on College English Flipped Classroom Learners’ Self-efficacy
4.2.2 The Influence of Major on College English Flipped Classroom Learners’ Self-efficacy
4.2.3 The Influence of Foreign Language Classroom Anxiety on College English Flipped Classroom Learners’ Self-efficacy
4.2.4 The Influence of Online Task,In-class Activities and Learners’ Engagement on College English Flipped Classsroom Learners’ Self-efficacy
4.2.5 Other Factors Collected from Semi-structured Interview
Chapter Five Conclusion
5.1 Main findings
5.2 Implications
5.3 Limitations
References
Appendix A The Initial College English Flipped Classroom Learner’s Self-efficacy Scale
Appendix B Foreign Language Classroom Anxiety Scale
Appendix C College English Flipped Classroom Learner’s Perception Questionnaire
Appendix D The Protocols of Semi-structured Focus Group Interview
Appendix E The Final College English Flipped Classroom Learner’s Self-efficacy Scale
Appendix F Raw Materials from SPSS and AMOS
【参考文献】：
期刊论文
[1]基于情境感知的大学英语翻转课堂模式研究[J]. 李晓东,王保云. 外语电化教学. 2017(06)
[2]高校教师翻转课堂教学胜任力模型构建研究——兼及“人工智能+”背景下的教学新思考[J]. 郝兆杰,潘林. 远程教育杂志. 2017(06)
[3]翻转课堂模式下学生学习行为影响因素分析——基于大学英语教学的实证研究[J]. 王聿良,吴美玉. 外语电化教学. 2017(05)
[4]基于微课和慕课的翻转课堂教学设计研究[J]. 陈子超. 中国电化教育. 2017(09)
[5]基于任务的大学英语翻转课堂教学模式研究[J]. 王素敏. 现代教育技术. 2016(09)
[6]翻转课堂教学模式中的学习策略研究——以小学课外英语教学为例[J]. 曲茜美,缪蓉. 中国电化教育. 2016(03)
[7]中国学习者英语课堂焦虑情绪对比:翻转vs.传统[J]. 高照,李京南. 外语电化教学. 2016(01)
[8]网络学习空间提升自我效能感的效果研究[J]. 谢幼如,盛创新,杨晓彤,伍文燕. 中国电化教育. 2016(01)
[9]基于SPOC的翻转课堂教学设计模式在开放大学中的应用研究[J]. 王朋娇,段婷婷,蔡宇南,曾祥民. 中国电化教育. 2015(12)
[10]成人在线学习自我效能感量表编制及测量[J]. Jessica Li,王辞晓,吴峰. 远程教育杂志. 2015(06)
博士论文
[1]学习自我效能感量表的编制与应用[D]. 边玉芳.华东师范大学 2003
本文编号：3729396
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