翻转课堂在大学英语听力教学中的应用性研究

发布时间：2018-02-12 09:50

本文关键词： 翻转课堂教学模式英语听力教学听力输入学习主动性　出处：《青岛科技大学》2017年硕士论文　论文类型：学位论文

【摘要】：听力教学一直是大学英语教学的重点,大学英语等级考试中听力所占的比重已经达到了35%,这足以显示出对听力水平的重视,同时也对听力教学提出了更高的要求,以解决目前学生听力水平普遍不高的困境。翻转课堂为大学英语听力教学提供了全新的教学模式。本研究将翻转课堂理论应用于非英语专业的听力教学中,旨在探索研究三个问题:1)大学生英语听力的学习现状是什么?2)大学英语的听力教学现状是什么?3)翻转课堂理论应用于大学英语听力教学中是否有效?本研究对110名青岛科技大学一年级非英语专业的学生和30名负责大学英语教学的青岛科技大学的英语老师作为研究对象,采用定量研究和定性研究的方法。1)对学生采用问卷调查的方法来了解他们对于英语听力的态度,在学习中遇到的问题以及他们对于目前的大学英语听力教学的态度和期望;2)对30名大学英语老师采取问卷调查的方法来了解他们对于听力教学的态度,教学方式以及在教学中遇到的问题,还有对于翻转课堂的认知程度;3)把110名学生分为两个班级,一个班采用传统的教学模式,另一个班采用翻转课堂的教学模式,对两个班的学生进行为期三个月的教学实验,分别在教学前后对学生的听力水平进行测试,旨在研究翻转课堂较之传统的教学模式对于大学英语听力教学是否有效。通过对相关数据进行分析讨论,本研究得出以下结论:1)大学生英语听力学习情况堪忧,学习缺乏主动性,对英语缺乏兴趣,同时也缺乏行之有效的学习方法;2)大学英语听力教学存在许多问题,相当一部分的老师仍然采用传统的教学模式,无法有效调动学生的学习主动性和积极性,课堂模式单调乏味,学生的实际参与程度较低;3)翻转课堂的教学模式能够较大程度地激发学生的学习主动性和积极性,加大课外听力输入时间,提高学生的听力水平。
[Abstract]:Listening teaching has always been the focus of college English teaching. The proportion of listening comprehension in college English grade examination has reached 35 points, which is enough to show the importance attached to listening level, and at the same time put forward higher requirements for listening teaching. In order to solve the problem that the students' listening level is generally low, flipping classroom provides a new teaching mode for college English listening teaching. This study applies the flipping classroom theory to non-English majors' listening teaching. What is the present situation of college students' English listening comprehension? 2) what is the present situation of college English listening teaching? 3) is flipping classroom theory effective in college English listening teaching? In this study, 110 freshmen non-English majors in Qingdao University of Science and Technology and 30 English teachers in Qingdao University of Science and Technology, who are responsible for college English teaching, were selected as subjects. Using the methods of quantitative and qualitative research, the students were investigated by questionnaire to find out their attitudes towards English listening. The problems encountered in their study and their attitudes and expectations towards the current teaching of college English listening. (2) A questionnaire survey was conducted among 30 college English teachers to find out their attitudes towards listening teaching. The teaching method and the problems encountered in teaching, as well as the cognitive level of the flipped classroom, divided 110 students into two classes: one class adopted the traditional teaching mode, the other class adopted the flipping classroom teaching mode. A three-month teaching experiment was conducted on the students of the two classes, and the listening level of the students was tested before and after the teaching. The purpose of this study is to study whether the flipped classroom is more effective than the traditional teaching mode in college English listening teaching. Through the analysis and discussion of the relevant data, the present study draws the following conclusions: 1) the situation of college students' English listening learning is worrying. Lack of initiative in learning, lack of interest in English, and lack of effective learning methods at the same time, there are many problems in college English listening teaching, and quite a number of teachers still adopt the traditional teaching mode. Students' learning initiative and enthusiasm can not be mobilized effectively, the classroom model is monotonous, and the students' actual participation is lower (3) the flipping classroom teaching model can stimulate the students' learning initiative and enthusiasm to a greater extent. Increase extracurricular listening input time, improve students' listening level.
【学位授予单位】：青岛科技大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3;G434

【参考文献】