翻转课堂教学模式对中职学校学生英语应用能力影响的行动研究

发布时间：2017-08-12 13:35

本文关键词：翻转课堂教学模式对中职学校学生英语应用能力影响的行动研究

【摘要】：翻转课堂教学模式作为一种新兴的教育模式,近些年已经迅速地风靡了全球,翻转课堂教学模式区别于传统的讲授教学法,无论从教师的角色、课堂的安排以及学生的作用等都发生了变化。针对该模式的研究越来越多,但将其运用在中职英语课堂教学上的研究很少。本文便是在掌握学习理论、建构主义理论以及最近发展区理论的指导下,构建一个翻转课堂教学课堂,创设一个更高效的以学生为中心的课堂。通过行动研究将翻转课堂教学模式应用在中职英语课堂教学中,探讨该教学模式对中职学生英语应用能力的影响。通过本次的研究,试图解决以下两个研究问题:1)翻转课堂教学模式在中职英语课堂中是否行之有效并能激发学生的学习兴趣?2)翻转课堂教学模式是否能促进学生的英语应用能力?本次行动研究由三轮行动组成,每一轮行动包括四个环节,分别是计划,行动,观察和反思。行动研究表明,翻转课堂教学模式的应用能激发学生的学习兴趣,降低他们的学习焦虑,相比传统的教学模式,更能帮助学生提高他们的英语应用能力。由于客观原因,本研究还存在一些不足之处,例如研究对象的单一性,研究时间的局限性等都有可能影响本次研究成果。本文为翻转课堂教学模式的应用研究提出了相关的建议,相信在更多老师的参与下,将该模式运用在实际教学中并不断的加以修整,能给英语的教与学带来更多的启示。
【关键词】：翻转课堂 中职英语教学 英语应用能力
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41;G434
【目录】：

Acknowledgements5-6
Abstract6-8
摘要8-13
Chapter One Introduction13-19
1.1 Research Background13-16
1.2 The Purpose and Significance of the Research16-17
1.3 The Organization of the Thesis17-19
Chapter Two Literature Review19-29
2.1 Basic Concepts Mentioned in the Thesis19-21
2.1.1 Teaching Model19
2.1.2 The Definition of the Flipped Classroom Teaching Model19-21
2.1.3 English Application Competence21
2.2 Resarches Concerning the Flipped classroom Teaching model21-25
2.2.1 Researches Concerning Flipped Classroom Abroad21-24
2.2.2 Researches Concerning Flipped Classroom in China24-25
2.3 A Comparison between Conventional Lecture-Based and Flipped ClassroomTeaching Model25-29
Chapter Three Theoretical Framework29-35
3.1 Mastery Learning Theory29-31
3.1.1 A Brief Introduction to the Mastery Leaning Theory29-30
3.1.2 The Relationship between the Flipped Classroom Teaching Model andMLT30-31
3.2 Constructivist Theory31-32
3.2.1 A Brief Introduction to Constructivist Theory31-32
3.2.2 The Relationship between the Flipped Classroom Teaching Model andConstructivist Theory32
3.3 Zone of Proximal Development Theory32-35
3.3.1 A Brief Introduction to Zone of Proximal Development Theory32-34
3.3.2 The Relationship between the Flipped Classroom Teaching Model andZPD34-35
Chapter Four Methodology35-51
4.1 Research Design35-37
4.2 Participants37
4.3 Procedures of the Research37-51
4.3.1 The Design Plan of the Action Research37-39
4.3.2 The First Round Action39-43
4.3.2.1 Plan39-40
4.3.2.2 Action40-41
4.3.2.3 Observation41
4.3.2.4 Reflection41-43
4.3.3 The Second-Round Action43-46
4.3.3.1 Plan43-44
4.3.3.2 Action44-45
4.3.3.3 Observation45
4.3.3.4 Reflection45-46
4.3.4 The Third-Round Action46-51
4.3.4.1 Plan46-48
4.3.4.2 Action48-49
4.3.4.3 Observation49
4.3.4.4 Reflection49-51
Chapter Five Results and Discussion51-63
5.1 Data from the Pre-test, Second-test and Post-test51-53
5.1.1 Data from the Pre-test and Second-test51-52
5.1.2 Data from the Pre-test and Post-test52-53
5.2 Results of Questionnaires and Self-evaluation53-58
5.2.1 Result A of the Pre-Questionnaire54-56
5.2.2 Result B of the Post Questionnaire and Self-evaluation56-58
5.3 Results of the Interviews58-60
5.3.1 Interview after the First-Round Action58-59
5.3.2 Interview after the Second-Round Action59-60
5.3.3 Interview after the Third-Round Action60
5.4 Discussion of the Results60-63
Chapter Six Conclusions63-67
6.1 Major Findings63-64
6.2 Implications of the Research64
6.3 Limitations of the Research and Further Suggestions64-67
References67-71
Appendices71-82