翻转课堂下的自主学习模式在英语视听说教学中的应用研究

发布时间：2018-04-30 10:12

本文选题：听说能力 + 翻转课堂　；参考：《信阳师范学院》2017年硕士论文

【摘要】：面对目前教育信息化这一形势,本研究对校本课程英语视听说进行了教学模式改革的尝试,将翻转课堂引入到校本课程英语视听说的教学中,旨在在“学生为中心”、“学习过程是主动建构过程”的理念下构建出翻转课堂下的自主学习模式并将其应用于英语视听说教学,同时研究该模式对学生英语听说能力及自主学习能力的影响。这一模式是将翻转课堂作为载体的自主学习模式,即从老师和学生两方面展开课前的自主学习、课中的知识内化以及课后的知识巩固与拓展。它分为课前、课中课后三个阶段。在应用于校本课程英语视听说的教学时,它首先通过课前教师准备并提供学习资源、设计学习活动和课前针对性练习,学生自主学习教师提供的资源,完成相关练习并找出疑难点完成自主学习环节。然后通过课中老师启发并鼓励学生探讨、解决发现的问题,指导其个性化学习,并协助学生组成学习小组,学生结合前期积累的基础知识,分析任务、自主探究、实施任务,师生间、生生间组间积极互动完成知识内化环节。最后通过课后教师进行教学反思,学生自主复习并巩固已学的知识完成知识巩固及拓展环节。本研究采用了测试、问卷、访谈和课堂观察等工具进行定量和定性研究。实验班和对照班分别选取37名信阳高中高二国际班学生共74人作为研究对象进行为期一学期的实验。通过SPSS19.0对两班听力水平、口语水平的前测和后测以及调查问卷等相关数据进行分析,同时对访谈、观察等相关数据进行归纳总结并得出相关结论。结论表明学生对应用于英语视听说的翻转课堂下的自主学习模式基本持肯定态度。其次,统计分析表明新的教学模式能够使学生的听力水平有一定程度的改善,口语水平有明显的提高,再次,新的教学模式有利于学生自主学习能力的提升。
[Abstract]:In the face of the current situation of educational informatization, this study attempts to reform the teaching mode of School-based Curriculum English Audio-Visual Theory, and introduces the flip classroom into the teaching of School-based Curriculum English Audio-Visual Theory, aiming at "student-centered". Under the concept of "the learning process is an active construction process", this paper constructs an autonomous learning model under the flipping classroom and applies it to the teaching of English audio-visual speaking. At the same time, the influence of the model on students' English listening and speaking ability and autonomous learning ability is studied. This model is an autonomous learning model which takes the flipped classroom as the carrier, that is, the autonomous learning before the class, the internalization of the knowledge in the class, and the consolidation and expansion of the knowledge after class from the teachers and the students. It is divided into three stages before and after class. When it is applied to the teaching of English audio-visual speaking in school-based curriculum, it first prepares and provides learning resources through pre-class teachers, designs learning activities and pre-class targeted exercises, and resources provided by students' autonomous learning teachers. Complete the exercises and find out the difficult points to complete the autonomous learning process. Then through the teacher inspired and encouraged students to explore, solve the problems found, guide their personalized learning, and help students to form learning groups, students combined with the early accumulation of basic knowledge, analysis of the task, self-exploration, implementation of the task, Positive interaction between teachers and students and between students and students completes the tache of knowledge internalization. Finally, through the teaching reflection of the teachers after class, the students review and consolidate the knowledge they have learned independently to complete the process of knowledge consolidation and expansion. In this study, quantitative and qualitative studies were conducted by means of tests, questionnaires, interviews and classroom observations. The experimental class and the control class selected a total of 74 students from the international class of Xinyang Senior High School for one semester. SPSS19.0 is used to analyze the listening level of the two classes, the pre-test and post-test of oral English proficiency, and the questionnaire. At the same time, the relevant data such as interview and observation are summarized and the relevant conclusions are drawn. The conclusion shows that students have a positive attitude towards the model of autonomous learning in English audio-visual classroom. Secondly, the statistical analysis shows that the new teaching model can improve the students' listening ability to a certain extent and their oral English proficiency to a certain extent. Thirdly, the new teaching mode is conducive to the improvement of students' autonomous learning ability.
【学位授予单位】：信阳师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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