初中英语翻转课堂的现状调查研究

发布时间：2025-01-06 00:52

　　随着信息技术的发展,科技和教育的相互结合已经成为了必然的趋势。因此,翻转课堂在当下互联网的时代中2007年在美国孕育而出。2012年翻转课堂教学模式引入我国以来,作为一种颠覆性创新,改变了教师角色、学生角色、教学与学习时间分配以及知识载体,给传统课堂带来了巨大的冲击和翻转,在学者、教师、家长中引起了不同的反响。但是,在翻转课堂实施的早期阶段,相关的研究少并且它也暴露出一些问题。本文会有助于丰富研究并且发现相关的问题。本文包括以下三个研究内容:1.翻转课堂是否提高了学生英语学习兴趣,改善了学生的学习方式?2.翻转课堂提高了学生的哪些能力?3.翻转课堂在实施中还存在哪些不足?其主要影响因素是什么?本文选取正在使用翻转课堂教学法的烟台市开发区实验中学的教师和学生以及某翻转课堂QQ群的教师为调查对象,在掌握学习理论、自主学习理论和建构主义理论等的指导下,通过文献资料查阅、调查问卷和访谈的形式,对初中英语翻转课堂的现状进行研究分析。100名学生和50位教师参与了问卷调查。收回有效的学生问卷100份,有效率100%。收回有效教师问卷50份,有效率100%。教师和学生的问卷都是用Microsoft O...

【文章页数】：87 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Necessity for the Study
    1.2 General Description of This Study
    1.3 Overall Structure of the Thesis
Chapter Two Literature Review
    2.1 Basic Concepts
        2.1.1 Flipped Classroom
        2.1.2 The Difference between the Flipped Classroom and TraditionalClassroom
        2.1.3 MOOC
    2.2 Theoretical Foundations of the Flipped Classroom
        2.2.1 Constructivism Learning Theory
        2.2.2 Mastery Learning Theory
        2.2.3 Connectivism Learning Theory
        2.2.4 Active Learning Method
        2.2.5 Peer Instruction
    2.3 Previous Studies at Home and Abroad
        2.3.1 Previous Studies Abroad
        2.3.2 Previous Studies at Home
    2.4 Limitations of the Previous Studies
    2.5 Significance of the Present Study
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Instruments
        3.3.1 Students’ Questionnaire
        3.3.2 Teachers’ Questionnaire
        3.3.3 Interview
    3.4 Data Collection
        3.4.1 The Collection of Students’ Questionnaire
        3.4.2 The Collection of Teachers’ Questionnaire
        3.4.3 The Collection of Teachers’ Interview
    3.5 Data Analysis
Chapter Four Results and Discussion
    4.1 Improvement of English Learning Interest
    4.2 Improvement of English Learning Method
        4.2.1 Improvement of the Ability of Autonomic Learning
        4.2.2 Improvement of the Ability of Cooperation
    4.3 Improvement of Abilities
        4.3.1 Improvement of English Expression Ability
        4.3.2 Improvement of Thinking Ability
        4.3.3 Improvement of Information Literacy
    4.4 Shortcomings in the Implementation of the Flipped Classroom
        4.4.1 Low Quality of Micro-videos
        4.4.2 Difficult Management of Classroom
        4.4.3 Poor Self-control of Students
        4.4.4 Heavy Studying Burden of Students
        4.4.5 Heavy Work of English teachers
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications of the Study
        5.2.1 Improving the Quality of Micro-videos
        5.2.2 Improving the Management of the Flipped Classroom
        5.2.3 Improving Self-control of Students
        5.2.4 Reducing the Stress of Teachers
        5.2.5 Advocating Quality-oriented Education
        5.2.6 Reducing Students’ Studying Burden
        5.2.7 Improving School Leaders’ Attention
    5.3 The Limitations of the Study
    5.4 Suggestions for Future Research
References
Appendix One Students’ Questionnaire
Appendix Two Teachers’ Questionnaire
Appendix Three The Outline of Interview
About the Author



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