以提高批判性思维为导向的大学英语写作翻转课堂研究

发布时间：2017-12-30 17:31

本文关键词：以提高批判性思维为导向的大学英语写作翻转课堂研究　出处：《中北大学》2017年硕士论文　论文类型：学位论文

【摘要】：科技与互联网的进一步发展将我们带入了一个大数据的信息科技时代,教学与科技的结合也成为一种必然的趋势。从最传统的教学到多媒体教学,再到翻转课堂,这些教学变革都受到了科技信息化的影响。翻转课堂,这一变革式的教学模式,颠覆了以往的课堂教学结构,课堂不再是教师的“一言堂”,更是学生展示自己的场所。学生可以通过身边的电子设备,实现课前有重点的学习,课上充分解惑,从而实现高效课堂教学。通过对国内外以往文献的研究分析,发现对批判性思维与英语写作关系的研究与翻转课堂模式在我国大学英语中的应用研究较多,缺乏将以上三者整合起来的相关研究。因此,笔者将以提高学生批判性思维为出发点进行英语写作翻转课堂的研究,旨在探索可以更加有效提高学生写作思辨能力的课堂教学模式,从而使学生输出思辨性较强的文章。本次研究的对象为太原工业学院2015级应用化学专业的一个自然班,共39名学生(14名女生,25名男生),实验周期为16周。具体研究问题如下:1.大学英语写作翻转课堂对学生的思辨倾向有何影响?2.大学英语写作翻转课堂对于学生英语写作中思辨能力提升的效果如何?3.写作翻转课堂在教学实践中的影响因素有哪些?如何优化写作翻转课堂以提升学生的思辨能力?本次研究所使用的研究工具有调查问卷、写作测试、半结构性访谈和反思。笔者分别在学期初和学期末对研究对象进行问卷调查,测试其思辨倾向变化,并结合每个教学单元进行一次写作测试,记录学生在写作中思辨能力的变化趋势。此外,根据学生学期末思辨能力的高中低三个水平,笔者从中各随机抽取2名学生进行访谈,并于每周进行一次反思。从访谈和反思中所获得的定性数据将用于回答本研究的第三个问题。所有定量数据均通过SPSS 17.0进行统计学分析。研究结果表明:1.以提升思辨能力为导向的写作翻转课堂教学模式对学生的思辨倾向有积极影响,其中分析性和认知成熟度提升显著。2.学生写作中思辨能力各维度均取得了显著性提高,其中,清晰度这一维度提升显著,理据和论证两个维度间具有密切的相关性。3.写作翻转课堂在教学实践中的制约因素主要有学生的主观因素(课前学习效果,课堂活动参与度,对手机的自控力,适应能力),学生人数、课堂活动设计以及微课设计。另外,研究发现思维导图,头脑风暴,小组写作,限时写作和教师批判性反馈更有利于提升学生思辨能力。事实证明,翻转课堂与大学英语写作教学的结合有利于改善学生批判性思维薄弱的现状。本研究对大学英语写作教学研究今后的发展具有一定积极的参考价值。
[Abstract]:The further development of science and technology and the Internet has brought us into an information technology era of big data, the combination of teaching and technology has become an inevitable trend, from the most traditional teaching to multimedia teaching. Then to the flip classroom, these teaching changes are all affected by the information of science and technology. The flipping classroom, this kind of reform teaching mode, subverts the former classroom teaching structure, the classroom is no longer the teacher's "arbitrariness". It is also the place where students show themselves. Students can use the electronic equipment around them to realize the key study before class and fully solve their doubts in class. Through the research and analysis of the domestic and foreign literature, it is found that there are many researches on the relationship between critical thinking and English writing and the application of flipping classroom model in college English in our country. Therefore, the author will take the critical thinking of the students as the starting point to carry out the study of English writing flipping classroom. The purpose of this paper is to explore a classroom teaching model which can improve students' writing thinking ability more effectively. The subjects of this study are a natural class of applied chemistry in the year 2015 of Taiyuan Institute of Technology, with a total of 39 students and 14 girls and 25 boys. The experimental period is 16 weeks. The specific research questions are as follows: 1. What effect does the flipping class of college English writing have on students' speculative tendencies? 2. What is the effect of college English writing flipping class on the improvement of students' thinking ability in English writing? 3. What are the influential factors of writing turnover classroom in teaching practice? How to optimize the writing flipping class in order to enhance students' speculative ability? The research tools used in this study include questionnaires, writing tests, semi-structured interviews and reflections. The author conducted questionnaires at the beginning of the semester and the end of the semester to test the changes of their speculative tendencies. Combining with each teaching unit, a writing test was conducted to record the trend of students' thinking ability in writing. In addition, according to the students' thinking ability at the end of the semester, there were three levels of thinking ability in senior high school. The author selected 2 students randomly from each middle school for interviews. Qualitative data obtained from interviews and reflections will be used to answer the third question in this study. All quantitative data are passed through SPSS. The result of the study shows that the writing turnover classroom teaching model, which is directed at improving thinking ability, has a positive effect on students' speculative tendency. Among them, analysis and cognitive maturity are significantly improved. 2. Students' thinking ability in writing has achieved significant improvement in each dimension, among which, clarity is a significant dimension. Motivation and argumentation between the two dimensions have a close correlation .3.Writing flipping classroom in the teaching practice of the main constraints are students' subjective factors (pre-class learning effect, participation in classroom activities. Self-control, adaptability, student numbers, classroom activity design, and microcourse design. In addition, the study found mind maps, brainstorming, and group writing. Time limited writing and critical feedback from teachers are more conducive to improving students' speculative ability. The combination of flipping class and college English writing teaching is helpful to improve the current situation of students' critical thinking. This study has some positive reference value for the future development of college English writing teaching research.
【学位授予单位】：中北大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3;G434

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