【作者】 张继红；

【导师】 白丽梅；

【作者基本信息】 西北师范大学 ， 教育硕士（专业学位）， 2016， 硕士

【摘要】 随着可汗学院,各大高校公开课,MOOC等教育资源的发展,加之“因特网+”时代的到来,起源于美国的一种全新的教学理念与方法——翻转课堂在全球教育界引起关注和讨论。翻转课堂教学模式主要体现为“课前”知识传递,“课上”知识内化,“课后”知识升华。通过研究和实践发现,大学英语听说教学面临一种高投入,低产出的尴尬境地,大部分学生仍然是聋哑英语。研究者以布鲁姆的掌握学习理论、教育目标分类学(Bloom,1984)、双重编码理论(Paivio,1969)、建构主义学习理论、输出假说理论(Swain,1995)为理论依据,以Robert Talbert教学模型为基础,提出更加具体化的听说翻转模型,并尝试在大学英语听说课应用这一模式,旨在探究翻转课堂教学能否弥补大学英语听说教学中的不足。本项研究的问题如下:(1)翻转课堂教学可以提高学生的英语听说能力吗?(2)翻转课堂教学可以增强学生的交流意愿吗?(3)学生对翻转课堂教学模式是什么样的看法和态度?实验期间,选取西部某高校大一两个班的学生作为被试,实验班为2015级电气及自动化1班,共36名学生,其中35名男生、1名女生;控制班为2015级电气自动化2班,共38人,其中31名男生、7名女生。实验班的英语听说课中,依据听说教程,结合学堂在线平台的生活英语听说课程资源进行翻转教学;控制班则保持传统任务教学模式。通过听说测试、非交际意愿量表(UCS)、LCR、LCS问卷等研究工具,对两个班的听说成绩,交际意愿以及翻转模式感知度进行检测。通过SPSS软件进行数据分析得出,在一学期的时间里,翻转课堂教学能够明显提高学生的听说能力,提升学生交际意愿,此外大部分学生满意和认可此模式。这项研究在翻转课堂模式提升学生参与度、交际意愿和英语听说技能等方面提供了数据支持,同时为一线老师应用这一模式提供实践借鉴和理论参考,有利于激发新的教学理念和灵感,丰富教学方法,改善英语听说教学现有的不足,也弥补了此地区关于翻转课堂教学实证研究的空白,从而从广度和深度层面推动翻转课堂在英语教学领域的实践探究。更多还原

【Abstract】 With the development of Khan academy, kinds of public courses, MOOC educational resources and the coming of the “Internet +” era, the flipped classroom, a brand-new educational concept and method originating from America, is getting more global educational concern and attention. The flipped classroom teaching mode mainly embodied three stages, that is, “transmission of knowledge before class”, “knowledge internalization in class”, “knowledge sublimation after class”. During the research process, the research finds it has been for years to face the high-input and low-output dilemma in listening and speaking teaching, in which what most of students learnt is “dumb English” and “deaf English”. Based on the Bloom’s teaching theory, Paivio’s dual-coding theory, constructivist learning theory and output hypothesis theory, the research puts forward a more specific teaching model in listening and speaking class on the basis of Robert’s flipped classroom teaching model and tries to apply it to listening and speaking class in order to study whether the flipped classroom teaching can compensate to the deficiencies mentioned above.This research aims to explore the following questions:(1) Can the flipped classroom teaching improve students’ listening and speaking proficiency?(2) Can the flipped classroom teaching promote students’ willingness to communicate?(3) What are students’ perceptions of the flipped classroom teaching?During the experiment process, the researcher chose class 1 which has 35 males and 1 female and class 2which has 31 males and 7 females as the two parallel classes majoring in electrical engineering and the automatization in a university in the western region. Based on the listening and speaking textbook and combining the course resources on School Online platform, the researcher conduct the experiment. The control class adopted the traditional task-based model. After the experiment, the questionnaires, tests and other instruments are used to compare the students’ listening and speaking proficiency, the tendency of unwillingness to communicate between the EC and CC. After the analysis of SPSS 20.0, we can make a conclusion that the flipped classroom can significantly develop listening and speaking proficiency and promote the students’ willingness to communicate in one semester as well as being accepted by most of students in the EC.The study can provide validated, quantitative and qualitative evidence on whether the flipped classroom can develop students’ listening and speaking skills more efficiently, promote students’ willingness to communicate and was more engaging to students. Besides the flipped classroom teaching model will provide some practical and theoretical references for front-line teacher, inspire some new teaching ideas and inspirations,enrich the teaching methods, improve the existing deficiencies in English listening and speaking teaching, make up the western region gap for flipped classroom application research in teaching, consequently further promote the flipped classroom practice exploration from breadth and depth in the field of English teaching.更多还原