基于微信的翻转课堂教学在高中英语阅读课中的应用研究
发布时间：2021-11-02 03:55
自英语新课改以来,阅读理解在高中英语教学中占据着越来越重要的地位。英语阅读是学生获取信息的重要渠道,同时也可以增加学生的英语语言知识和扩大学生的英语词汇量。英语阅读水平是衡量学生英语综合能力的一个较为全面和重要的因素。然而,在实际的英语阅读课当中仍然存在一系列的问题。主要表现在:大部分学生被动的接受知识,对英语阅读没有兴趣,教师和学生之间缺乏互动。已有研究表明翻转课堂可以突破传统教学的局限,强调学生的主体性,让学生掌握学习的主动权,满足学生的个性化需求,为教育改革提供新的思路和灵感。本论文试图将微信与翻转课堂结合起来,使翻转课堂接近学生的日常体验,以激发高中学生的英语阅读兴趣,培养学生的自主学习能力,进而提高学生的英语阅读成绩的目的。本文将基于微信的翻转课堂教学运用到高中英语阅读课中,尝试回答以下三个问题:1.在基于微信的高中英语阅读翻转课堂中,学生的阅读兴趣、阅读习惯、课堂参与度有什么样的变化?2.基于微信的翻转课堂教学对高中生的英语阅读成绩有什么影响?3.在高中英语阅读课中,学生如何评价基于微信的翻转课堂教学?本文对辽宁省营口市鲅鱼圈某高级中学高一年级两个平行班的100名同学进行了...
【文章来源】：辽宁师范大学辽宁省
【文章页数】：87 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
1 Introduction
1.1 Background of the Research
1.2 Purpose and Significance of the Research
1.3 Organization of the Thesis
2 Literature Review
2.1 Overview of Flipped Classrooms
2.1.1 The Definitions of Flipped Classrooms
2.1.2 Elements of the Flipped Classroom Teaching
2.1.3 Features of the Flipped Classroom Teaching
2.1.4 Relevant Studies on the Flipped Classrooms Abroad
2.1.5 Relevant Studies on the Flipped Classrooms at Home
2.2 Relevant Studies on WeChat-Based-Flipped Classroom Teaching at Home
2.2.1 The Application of WeChat-Based-Flipped Classroom Teaching
2.2.2 Studies on the WeChat-Based-Flipped Classroom Teaching in Senior HighSchool English Reading Class
2.3 Theoretical Foundations
2.3.1 Constructivism
2.3.2 Cooperative Learning Theory
2.3.3 Autonomous Learning Theory
2.3.4 Relationships between WeChat-Based-Flipped Classroom Teaching and ItsTheoretical Foundations
3 Research Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Questionnaires
3.3.2 Tests: Pre-test and Post-test
3.3.3 Interviews
3.4 Research Procedures
3.4.1 Preparation
3.4.2 Experiment
3.5 Data Collection
4 Data Analysis and Discussions
4.1 Analysis of Questionnaires
4.1.1 Analysis of Questionnaire before the Experiment
4.1.2 Analysis of Questionnaire after the Experiment
4.2 Analysis of Tests
4.2.1 The Pre-test in the Experimental Class and Control class
4.2.2 Analysis of the Pre-test and Post-test in the Control Class
4.2.3 Analysis of the Pre-test and Post-test in the Experimental Class
4.2.4 The Post-test in the Experimental Class and Control Class
4.3 Analysis of Interviews
4.4 Discussions
5 Conclusion
5.1 Major Findings
5.2 Implications
5.3 Limitations of the study
5.4 Suggestions for Future Study
References
Appendix A Questionnaire Ⅰ
Appendix B Questionnaire Ⅱ
Appendix C Pre-test of Reading Comprehension
Appendix D Post-test of Reading Comprehension
Appendix E The Scores of Pre-test and Post-test in EC
Appendix F The Scores of Pre-test and Post-test in CC
Appendix G Interviews
Acknowledgements
本文编号：3471288
【文章来源】：辽宁师范大学辽宁省
【文章页数】：87 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
1 Introduction
1.1 Background of the Research
1.2 Purpose and Significance of the Research
1.3 Organization of the Thesis
2 Literature Review
2.1 Overview of Flipped Classrooms
2.1.1 The Definitions of Flipped Classrooms
2.1.2 Elements of the Flipped Classroom Teaching
2.1.3 Features of the Flipped Classroom Teaching
2.1.4 Relevant Studies on the Flipped Classrooms Abroad
2.1.5 Relevant Studies on the Flipped Classrooms at Home
2.2 Relevant Studies on WeChat-Based-Flipped Classroom Teaching at Home
2.2.1 The Application of WeChat-Based-Flipped Classroom Teaching
2.2.2 Studies on the WeChat-Based-Flipped Classroom Teaching in Senior HighSchool English Reading Class
2.3 Theoretical Foundations
2.3.1 Constructivism
2.3.2 Cooperative Learning Theory
2.3.3 Autonomous Learning Theory
2.3.4 Relationships between WeChat-Based-Flipped Classroom Teaching and ItsTheoretical Foundations
3 Research Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Questionnaires
3.3.2 Tests: Pre-test and Post-test
3.3.3 Interviews
3.4 Research Procedures
3.4.1 Preparation
3.4.2 Experiment
3.5 Data Collection
4 Data Analysis and Discussions
4.1 Analysis of Questionnaires
4.1.1 Analysis of Questionnaire before the Experiment
4.1.2 Analysis of Questionnaire after the Experiment
4.2 Analysis of Tests
4.2.1 The Pre-test in the Experimental Class and Control class
4.2.2 Analysis of the Pre-test and Post-test in the Control Class
4.2.3 Analysis of the Pre-test and Post-test in the Experimental Class
4.2.4 The Post-test in the Experimental Class and Control Class
4.3 Analysis of Interviews
4.4 Discussions
5 Conclusion
5.1 Major Findings
5.2 Implications
5.3 Limitations of the study
5.4 Suggestions for Future Study
References
Appendix A Questionnaire Ⅰ
Appendix B Questionnaire Ⅱ
Appendix C Pre-test of Reading Comprehension
Appendix D Post-test of Reading Comprehension
Appendix E The Scores of Pre-test and Post-test in EC
Appendix F The Scores of Pre-test and Post-test in CC
Appendix G Interviews
Acknowledgements
本文编号：3471288
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