發(fā)布時(shí)間：2025-01-06 00:52

　　隨著信息技術(shù)的發(fā)展,科技和教育的相互結(jié)合已經(jīng)成為了必然的趨勢(shì)。因此,翻轉(zhuǎn)課堂在當(dāng)下互聯(lián)網(wǎng)的時(shí)代中2007年在美國(guó)孕育而出。2012年翻轉(zhuǎn)課堂教學(xué)模式引入我國(guó)以來(lái),作為一種顛覆性創(chuàng)新,改變了教師角色、學(xué)生角色、教學(xué)與學(xué)習(xí)時(shí)間分配以及知識(shí)載體,給傳統(tǒng)課堂帶來(lái)了巨大的沖擊和翻轉(zhuǎn),在學(xué)者、教師、家長(zhǎng)中引起了不同的反響。但是,在翻轉(zhuǎn)課堂實(shí)施的早期階段,相關(guān)的研究少并且它也暴露出一些問(wèn)題。本文會(huì)有助于豐富研究并且發(fā)現(xiàn)相關(guān)的問(wèn)題。本文包括以下三個(gè)研究?jī)?nèi)容:1.翻轉(zhuǎn)課堂是否提高了學(xué)生英語(yǔ)學(xué)習(xí)興趣,改善了學(xué)生的學(xué)習(xí)方式?2.翻轉(zhuǎn)課堂提高了學(xué)生的哪些能力?3.翻轉(zhuǎn)課堂在實(shí)施中還存在哪些不足?其主要影響因素是什么?本文選取正在使用翻轉(zhuǎn)課堂教學(xué)法的煙臺(tái)市開發(fā)區(qū)實(shí)驗(yàn)中學(xué)的教師和學(xué)生以及某翻轉(zhuǎn)課堂QQ群的教師為調(diào)查對(duì)象,在掌握學(xué)習(xí)理論、自主學(xué)習(xí)理論和建構(gòu)主義理論等的指導(dǎo)下,通過(guò)文獻(xiàn)資料查閱、調(diào)查問(wèn)卷和訪談的形式,對(duì)初中英語(yǔ)翻轉(zhuǎn)課堂的現(xiàn)狀進(jìn)行研究分析。100名學(xué)生和50位教師參與了問(wèn)卷調(diào)查。收回有效的學(xué)生問(wèn)卷100份,有效率100%。收回有效教師問(wèn)卷50份,有效率100%。教師和學(xué)生的問(wèn)卷都是用Microsoft O...

【文章頁(yè)數(shù)】：87 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
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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