【作者】 王海燕；

【导师】 吴之昕；

【作者基本信息】 东南大学 ， 外国语言学及应用语言学， 2019， 硕士

【摘要】 混合式教学是把传统教学和在线学习两种模式有机整合,以弥补传统教学和网络学习的弊端、提高教学效果的一种教学模式。学界多从混合式教学的课程设计、教学策略应用及教学评估等方面对混合式教学进行了研究。随着英语学术交流能力日益成为大学英语教学的重点,针对混合式教学在高校学术交流英语课程中的教学效果的研究十分不足,亟待加强。有鉴于此,文章采用定量和定性研究相结合的方法,分别从学生的测试成绩、满意度以及授课教师的反馈三个方面调查混合式教学模式在高校学术交流英语课程中的教学效果。本研究在一所理工类重点大学完成,同一名教师采用不同的教学模式对两个自然班进行一学期的学术交流英语授课。混合式教学班由22名学生构成;传统教学班由27名学生构成。在比较两个班级测试成绩的基础上,作者采用问卷与访谈调查了学生对两种教学方法的满意程度。同时,作者访谈了该课程的授课教师,调查了教师对高校学术交流英语课程中使用混合式教学模式的反馈情况。本文具体回答如下问题:1)就学生测试成绩而言,混合式教学方式与传统教学方式是否存在显著性差异?2)就学生的满意度而言,混合式教学方式与传统教学方式是否存在显著性差异?3)就高校学术交流英语课程中使用混合式教学模式而言,教师的反馈是什么?通过分析发现:1)就学生的测试成绩而言,混合式教学方式与传统教学方式不存在显著性差异;2)学生对传统教学方式的满意度高于混合式教学方式;3)混合式教学使课堂教学得到延展、提高了学生的参与性和评价机制的综合性,但其线上、线下教学进程不能完全同步且混合效果不可控,进而增加了教师的工作量,加大了教学难度。研究结果表明,混合式教学符合建构主义皮亚杰学派所倡导的知识的主动建构性,强调学生的参与性和互动性,使传统课堂得到延升,提高了评价机制的综合性。但是,本文混合式教学班的学生的学习结果并未显著优于传统班学生。一方面,其线上教学极大依赖于学生的自律性和主动性,且线上、线下教学进度不能完全同步,因而混合效果不可控;另一方面,该模式下教师工作量增加,对未来教学工作提出了更高的要求。因而,我们建议教师在进行混合式教学时,需对学生在线学习和线下课堂教学进行统筹设计和安排,加强对学生线上自主学习的监督和指导,否则可能容易出现在线学习和课堂教学的简单重复,而非有机整合。更多还原

【Abstract】 Blended teaching integrates online components into a traditional classroom,forming a blended teaching and learning context which can solve some of the shortcomings brought by standalone online learning or entirely traditional teaching(Yousef et al.,2015).Previous studies have explored the blended teaching method extensively from different aspects,such as course design,instructional strategies and teaching assessment.In recent years,English for academic communication has gradually become the teaching focus in higher education.However,few scholars have discussed whether the blended teaching method is effective in the course of English for academic communication.In light of this,adopting the quantitative and qualitative methods,the study investigated the teaching effect of blended teaching method based on MOOCs in the course of English for academic communication from aspects of students’ academic performance,satisfaction and the instructor’s reflection.The study was conducted in a key university of science and technology.One teacher used different teaching methods to teach English for academic communication for two intact classes in one semester.The blended-teaching class consisted of 22 students and the traditional-teaching class consisted of 27 students.In addition to comparing students’ academic performance of the two classes,questionnaires and interviews were used to investigate students’ satisfaction about the teaching methods.Besides,the teacher who taught the two classes in the study was interviewed to reflect on the use of blended teaching in the course of English for academic communication.The study aims to address the following questions:1)Is there a significant difference between the blended teaching method and the traditional teaching method in terms of students’ academic performance?2)Is there a significant difference between the blended teaching method and the traditional teaching method in terms of students’ satisfaction?3)How does the instructor reflect on the use of blended teaching in the course of English for academic communication?The results show that: 1)there was no significant difference between the blended teaching method and the traditional teaching method in terms of students’ academic performance;2)students who were taught in the traditional teaching method were more satisfied than those who were taught in the blended teaching method;3)blended teaching method extended classroom teaching,increased students’ engagement and created a more comprehensive assessment mechanism.However,the variances between the online and offline teaching schedules and the uncontrollability of the blended effect made it more difficult for teachers’ work,setting higher requirements for future teaching.The results of the study proved that blended teaching could cater to what Jean Piaget’s personal constructivism underlined: knowledge of active-construction,students’ active participation and interaction.It could extend traditional classroom teaching space and create a more comprehensive assessment mechanism.However,students’ learning results of blended class in the study seemed not to be significantly better than that of the traditional class.On one hand,students’ independent online learning of the blended appeared to be closely related to their self-discipline and self-motivation.Besides,it usually varied between the online and offline teaching schedules Therefore,the blended effect of the online learning and the offline instruction was sometimes uncontrollable.On the other hand,teachers’ workload in the blended teaching environment of the study was actually increased and higher requirements for future teaching might be made.Therefore,it is possibly better for future teachers who are going to use a blended teaching method in their fields to carry out a systematic teaching design and management for the online learning and the offline instruction.Meanwhile,it seems to be essential to conduct an efficient way of supervision and guidance on students’ independent online learning.Otherwise,it may be easy to result in a simple repetition rather than an organic integration.更多还原