翻转课堂模式在中国大学英语口语教学中的实验研究

发布时间：2018-03-11 13:26

本文选题：翻转课堂　切入点：口语　出处：《郑州大学》2017年硕士论文　论文类型：学位论文

【摘要】：翻转课堂教学模式以网络信息化教学平台为依托,改变了知识传授和知识内化的顺序,让学生自主学习通常在课堂上讲授的内容,把传统意义上的作业或练习放于课堂,它体现了国际化、信息化和个性化的当代教育主题。翻转课堂模式的优势和可行性已在国外教学中被证实,是极具前景的新型教学模式。翻转课堂模式在中国的研究日益增多,但在大学英语口语课堂中的应用较为少见。中国大学英语口语教学研究近年来取得了丰硕成果,但学生在课堂上的活跃性和参与度仍然不高,学习主动性差,锻炼口语的机会和时间远远不够。本研究旨在验证翻转课堂模式在中国大学英语口语课堂中的有效性,即该模式是否有助于提高学生的英语口语水平和自主学习能力,并探究学生对翻转课堂教学模式的态度。该研究以大学二年级非英语专业的学生为实验对象进行为期十二周的教学实验。实验对象分为实验班和控制班,教学期间在实验班采用翻转课堂教学模式。该实验采用口语测试、调查问卷和访谈等工具,结合定性研究和定量研究的方法,并使用SPSS 21.0进行数据分析。研究发现:1)通过分析前后测成绩得出:与控制班相比,实验班学生口语的准确性和流利度明显提高,表明翻转课堂模式有助于提高学生的口语水平。2)通过分析调查问卷及访谈结果得出:翻转课堂教学模式得到了学生的支持和认可,实验班学生的自主学习、互动学习能力及口语交际能力有显著提高。此外,调查发现该模式有助于增加学生的口语学习积极性、课堂参与度。控制班学生的学习主动性和积极性仍然不高。3)通过访谈结果总结了对于翻转课堂教学模式本土化建议,主要有完善教学平台,改变单一的口语评价体系,推进小班教学等。该研究证明了翻转课堂模式在大学英语口语课堂的适用性及有效性,并尝试对该模式的本土化提出建议,为未来的翻转课堂教学提供参考。
[Abstract]:Based on the network information teaching platform, the flipping classroom teaching mode changes the order of knowledge imparting and knowledge internalization, allows students to learn what is usually taught in the classroom, and puts the homework or exercises in the traditional sense in the classroom. It embodies the international, informational and individualized contemporary educational themes. The advantages and feasibility of the flipping classroom model have been proved in foreign teaching, and it is a promising new teaching mode. The research on the flipping classroom model in China is increasing day by day. But the application in oral English classroom is rare. The research on oral English teaching in China has made great achievements in recent years. However, the students' activity and participation in the classroom are still low, and their learning initiative is poor. The purpose of this study is to verify the effectiveness of the flipped classroom model in Chinese college English speaking classes, that is, whether the model can improve students' oral English proficiency and autonomous learning ability. The experiment was conducted for 12 weeks with non-English majors in the second year of college. The subjects were divided into experimental class and control class. During the course of teaching, the experimental class adopted the flipping classroom teaching model. The experiment used oral test, questionnaire and interview tools, combined with qualitative and quantitative research methods. SPSS 21.0 was used for data analysis. The study found that the accuracy and fluency of oral English of the students in the experimental class were significantly improved compared with the control class through the analysis of the results before and after the test. By analyzing the questionnaire and interview results, it is concluded that the flipping classroom teaching model is supported and recognized by the students, and the students in the experimental class learn independently. The interactive learning ability and oral communication ability were significantly improved. In addition, the study found that the model can increase the students' enthusiasm in oral learning. Class participation. The learning initiative and enthusiasm of the students in the control class are still not high. 3) based on the results of the interview, the author summarizes the suggestions for the localization of the flipped classroom teaching mode, including improving the teaching platform and changing the single oral evaluation system. This study proves the applicability and effectiveness of the flipped classroom model in college oral English classroom, and tries to give some suggestions on the localization of the model, which will provide a reference for the future flipping classroom teaching.
【学位授予单位】：郑州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3;G434

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