翻转课堂项目式教学模式在初中英语中的应用研究
发布时间：2022-07-20 11:44
《教育信息化十年发展规划（2011-2020年）》提出要充分利用现代化教育技术手段和教学资源,创新教学方式与学习方式。新课程改革强调要激发学生学习兴趣,让学生主动参与、乐于探究、勤于动手、学会合作。教学过程不仅要传授知识,还要注重学生各方面能力的培养。翻转课堂项目式教学模式借助互联网信息技术,将英语教学与真实生活情境相融合,通过实施具体项目开展教学活动,让学生在完成项目的过程中实现英语知识的习得和综合能力的提升。该模式顺应了教育信息化发展趋势,体现了新课程改革理念,能有效解决初中英语教学中存在的学生学习兴趣较低,高阶思维能力较差和整体教学效果不理想的问题。鉴于此,笔者开展了关于翻转课堂项目式教学模式的应用研究,旨在改变初中英语教学现状,提高初中英语教学效果。本研究主要探索以下三个问题:（1）翻转课堂项目式教学模式能否提高学生的高阶思维能力?（2）翻转课堂项目式教学模式能否提高学生的英语成绩?（3）学生对翻转课堂项目式教学模式持有怎样的看法?针对上述研究问题,本研究以建构主义学习理论和实用主义教育理论为基础,以初中英语课程标准为指导,依据翻转课堂和项目式教学的基本流程,借助网络信息技术,...
【文章页数】：93 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
List of Abbreviations
1. Introduction
1.1 Research Origin
1.2 Research Background
1.3 Research Purpose
1.4 Research Significance
1.5 Innovative Points
1.6 Research Thought
2. Literature Review
2.1 Related Definitions
2.1.1 Flipped Classroom
2.1.2 Project-based Teaching
2.1.3 Higher Order Thinking Skills
2.2 Research on Flipped Classroom
2.2.1 Research on Flipped Classroom Abroad
2.2.2 Research on Flipped Classroom at Home
2.2.3 Summary
2.3 Research on Project-based Teaching
2.3.1 Research on Project-based Teaching Abroad
2.3.2 Research on Project-based Teaching at Home
2.3.3 Summary
2.4 Research on FC-PBT Model
2.4.1 Research on Combination of FC and PBT
2.4.2 Research on Design of FC-PBT Model
2.4.3 Research on Application of FC-PBT Model
2.4.4 Research on Teaching Effect of FC-PBT Model
2.4.5 Summary
3. Design and Application of FC-PBT Model in Junior Middle School English
3.1 Theoretical Basis
3.1.1 Constructivism Learning Theory
3.1.2 Pragmatism Education Theory
3.2 Goal Orientation of FC-PBT Model in Junior Middle School English
3.3 Components of FC-PBT Model in Junior Middle School English
3.3.1 Flipped Classroom
3.3.2 Project-based Teaching
3.4 Feasibility Analysis of FC-PBT Model in Junior Middle School English
3.5 Design of FC-PBT Model in Junior Middle School English
3.5.1 Design of FC-PBT Model
3.5.2 Design of Learning Resources
3.5.3 Design of Learning Activities
3.6 Application of FC-PBT Model in Junior Middle School English
3.6.1 Pre-class Preparation Stage
3.6.2 In-class Organization Stage
3.6.3 Post-class Summary Stage
3.6.4 Application Case of FC-PBT Model in Junior Middle School English
3.7 Evaluation of FC-PBT Model in Junior Middle School English
4. Research Design
4.1 Research Questions
4.2 Research Subjects
4.3 Research Instruments
4.3.1 Test Papers
4.3.2 Questionnaires
4.3.3 Interview
4.4 Research Procedures
4.4.1 The Preparation Period
4.4.2 The Implementation of Experiment
4.4.3 Post-experiment Period
4.5 Data Collection
5. Results and Discussion
5.1 Results and Analysis of Students’ Higher Order Thinking Skills
5.1.1 Reliability Statistics of the Two HOTS Questionnaires
5.1.2 Results and Analysis of the Comparison of the Two HOTSQuestionnaires
5.2 Results and Analysis of Students’ English Scores
5.2.1 Results and Analysis of the Pre-test of EC and CC
5.2.2 Results and Analysis of the Post-test of EC and CC
5.2.3 Results and Analysis of the Comparison of EC Between Pre-test andPost-test
5.2.4 Results and Analysis of the Comparison of CC Between Pre-test andPost-test
5.3 Results and Analysis of Students’ Viewpoints about FC-PBT Model
5.3.1 Results and Analysis of the Questionnaire
5.3.2 Results and Analysis of the Interview
5.4 Discussion
5.4.1 Discussion on the Teaching Effect of FC-PBT Model of Junior MiddleSchool English
5.4.2 Reflection on the FC-PBT Model of Junior Middle School English
6. Conclusion
6.1 Major Findings
6.2 Implications
6.3 Limitations
6.4 Suggestions for Future Study
Bibliography
Appendix Ⅰ HOTS Pre-questionnaire
Appendix Ⅱ HOTS Post-questionnaire
Appendix Ⅲ Post-questionnaire
Appendix Ⅳ Interview
学位论文数据集
Acknowledgements
【参考文献】：
期刊论文
[1]基于MTI职业翻译能力培养的翻转课堂项目式教学模式研究[J]. 董洪学,初胜华,张坤媛. 外语电化教学. 2017(04)
[2]“翻转课堂”的理论辨析与实践解读[J]. 包雷,李彦花,严文法. 课程.教材.教法. 2017(06)
[3]翻转课堂“四问”——兼论没有微课也能实现课堂翻转[J]. 纪德奎,郭炎华. 课程.教材.教法. 2017(06)
[4]基于翻转课堂的职业英语项目化教学模式设计[J]. 崔红健. 内蒙古师范大学学报(教育科学版). 2016(12)
[5]基于MOOC的大学英语翻转课堂教学模式研究[J]. 胡杰辉,伍忠杰. 外语电化教学. 2014(06)
[6]基于Wiki的项目式协作性英语教学案例研究[J]. 杨东杰,王维倩,宁大利. 外语电化教学. 2014(05)
[7]基于电子学档的项目式翻转课堂教学方法研究——以《新大学英语》课堂教学为例[J]. 徐艳梅,李晓东. 中国外语. 2014(05)
[8]基于微课的“翻转课堂”模式在大学英语教学中应用的可行性分析[J]. 卢海燕. 外语电化教学. 2014(04)
[9]基于翻转课堂理念的教学应用模型研究[J]. 董黎明,焦宝聪. 电化教育研究. 2014(07)
[10]基于翻转课堂的项目式教学模式研究[J]. 宋朝霞,俞启定. 远程教育杂志. 2014(01)
本文编号：3663938
【文章页数】：93 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
List of Abbreviations
1. Introduction
1.1 Research Origin
1.2 Research Background
1.3 Research Purpose
1.4 Research Significance
1.5 Innovative Points
1.6 Research Thought
2. Literature Review
2.1 Related Definitions
2.1.1 Flipped Classroom
2.1.2 Project-based Teaching
2.1.3 Higher Order Thinking Skills
2.2 Research on Flipped Classroom
2.2.1 Research on Flipped Classroom Abroad
2.2.2 Research on Flipped Classroom at Home
2.2.3 Summary
2.3 Research on Project-based Teaching
2.3.1 Research on Project-based Teaching Abroad
2.3.2 Research on Project-based Teaching at Home
2.3.3 Summary
2.4 Research on FC-PBT Model
2.4.1 Research on Combination of FC and PBT
2.4.2 Research on Design of FC-PBT Model
2.4.3 Research on Application of FC-PBT Model
2.4.4 Research on Teaching Effect of FC-PBT Model
2.4.5 Summary
3. Design and Application of FC-PBT Model in Junior Middle School English
3.1 Theoretical Basis
3.1.1 Constructivism Learning Theory
3.1.2 Pragmatism Education Theory
3.2 Goal Orientation of FC-PBT Model in Junior Middle School English
3.3 Components of FC-PBT Model in Junior Middle School English
3.3.1 Flipped Classroom
3.3.2 Project-based Teaching
3.4 Feasibility Analysis of FC-PBT Model in Junior Middle School English
3.5 Design of FC-PBT Model in Junior Middle School English
3.5.1 Design of FC-PBT Model
3.5.2 Design of Learning Resources
3.5.3 Design of Learning Activities
3.6 Application of FC-PBT Model in Junior Middle School English
3.6.1 Pre-class Preparation Stage
3.6.2 In-class Organization Stage
3.6.3 Post-class Summary Stage
3.6.4 Application Case of FC-PBT Model in Junior Middle School English
3.7 Evaluation of FC-PBT Model in Junior Middle School English
4. Research Design
4.1 Research Questions
4.2 Research Subjects
4.3 Research Instruments
4.3.1 Test Papers
4.3.2 Questionnaires
4.3.3 Interview
4.4 Research Procedures
4.4.1 The Preparation Period
4.4.2 The Implementation of Experiment
4.4.3 Post-experiment Period
4.5 Data Collection
5. Results and Discussion
5.1 Results and Analysis of Students’ Higher Order Thinking Skills
5.1.1 Reliability Statistics of the Two HOTS Questionnaires
5.1.2 Results and Analysis of the Comparison of the Two HOTSQuestionnaires
5.2 Results and Analysis of Students’ English Scores
5.2.1 Results and Analysis of the Pre-test of EC and CC
5.2.2 Results and Analysis of the Post-test of EC and CC
5.2.3 Results and Analysis of the Comparison of EC Between Pre-test andPost-test
5.2.4 Results and Analysis of the Comparison of CC Between Pre-test andPost-test
5.3 Results and Analysis of Students’ Viewpoints about FC-PBT Model
5.3.1 Results and Analysis of the Questionnaire
5.3.2 Results and Analysis of the Interview
5.4 Discussion
5.4.1 Discussion on the Teaching Effect of FC-PBT Model of Junior MiddleSchool English
5.4.2 Reflection on the FC-PBT Model of Junior Middle School English
6. Conclusion
6.1 Major Findings
6.2 Implications
6.3 Limitations
6.4 Suggestions for Future Study
Bibliography
Appendix Ⅰ HOTS Pre-questionnaire
Appendix Ⅱ HOTS Post-questionnaire
Appendix Ⅲ Post-questionnaire
Appendix Ⅳ Interview
学位论文数据集
Acknowledgements
【参考文献】：
期刊论文
[1]基于MTI职业翻译能力培养的翻转课堂项目式教学模式研究[J]. 董洪学,初胜华,张坤媛. 外语电化教学. 2017(04)
[2]“翻转课堂”的理论辨析与实践解读[J]. 包雷,李彦花,严文法. 课程.教材.教法. 2017(06)
[3]翻转课堂“四问”——兼论没有微课也能实现课堂翻转[J]. 纪德奎,郭炎华. 课程.教材.教法. 2017(06)
[4]基于翻转课堂的职业英语项目化教学模式设计[J]. 崔红健. 内蒙古师范大学学报(教育科学版). 2016(12)
[5]基于MOOC的大学英语翻转课堂教学模式研究[J]. 胡杰辉,伍忠杰. 外语电化教学. 2014(06)
[6]基于Wiki的项目式协作性英语教学案例研究[J]. 杨东杰,王维倩,宁大利. 外语电化教学. 2014(05)
[7]基于电子学档的项目式翻转课堂教学方法研究——以《新大学英语》课堂教学为例[J]. 徐艳梅,李晓东. 中国外语. 2014(05)
[8]基于微课的“翻转课堂”模式在大学英语教学中应用的可行性分析[J]. 卢海燕. 外语电化教学. 2014(04)
[9]基于翻转课堂理念的教学应用模型研究[J]. 董黎明,焦宝聪. 电化教育研究. 2014(07)
[10]基于翻转课堂的项目式教学模式研究[J]. 宋朝霞,俞启定. 远程教育杂志. 2014(01)
本文编号：3663938
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