本文關(guān)鍵詞：移動(dòng)學(xué)習(xí)環(huán)境下大學(xué)生英語(yǔ)寫(xiě)作學(xué)習(xí)行為研究　出處：《上海外國(guó)語(yǔ)大學(xué)》2017年博士論文　論文類(lèi)型：學(xué)位論文

  更多相關(guān)文章： 英語(yǔ)寫(xiě)作 移動(dòng)學(xué)習(xí) 學(xué)習(xí)行為 學(xué)習(xí)分析 混合學(xué)習(xí)

【摘要】：論文在社會(huì)文化理論視域下,以活動(dòng)理論為分析框架,以“后過(guò)程”寫(xiě)作理論為指導(dǎo)構(gòu)建了移動(dòng)英語(yǔ)寫(xiě)作混合學(xué)習(xí)平臺(tái),并據(jù)此進(jìn)行2個(gè)月大學(xué)生英語(yǔ)議論文寫(xiě)作教學(xué)實(shí)踐,以研究移動(dòng)學(xué)習(xí)環(huán)境下大學(xué)生英語(yǔ)寫(xiě)作學(xué)習(xí)行為,主要回答三個(gè)研究問(wèn)題:一、移動(dòng)學(xué)習(xí)環(huán)境下大學(xué)生英語(yǔ)寫(xiě)作學(xué)習(xí)行為總體情況如何?有哪些特點(diǎn)?二、這些學(xué)習(xí)行為對(duì)學(xué)生英語(yǔ)寫(xiě)作產(chǎn)生了什么效果?三、這些學(xué)習(xí)行為受到了哪些因素的影響?這些因素是如何影響學(xué)習(xí)行為的?論文研究對(duì)象為一所地方師范大學(xué)英語(yǔ)專(zhuān)業(yè)3年級(jí)2個(gè)班62位學(xué)生,采用混合研究設(shè)計(jì),從網(wǎng)絡(luò)服務(wù)器日志和數(shù)據(jù)庫(kù)中通過(guò)數(shù)據(jù)挖掘獲得學(xué)生移動(dòng)英語(yǔ)寫(xiě)作學(xué)習(xí)行為的類(lèi)型、頻度和特點(diǎn),采用問(wèn)卷和訪(fǎng)談了解學(xué)生自我感知的寫(xiě)作技能、語(yǔ)言運(yùn)用和情感因素等方面的進(jìn)步狀況,并與控制班前后測(cè)成績(jī)進(jìn)行比較,來(lái)綜合評(píng)估學(xué)生移動(dòng)英語(yǔ)寫(xiě)作學(xué)習(xí)的學(xué)習(xí)效果。研究結(jié)果發(fā)現(xiàn),學(xué)生在移動(dòng)學(xué)習(xí)環(huán)境下產(chǎn)生了多種英語(yǔ)寫(xiě)作相關(guān)的學(xué)習(xí)行為,在各時(shí)段分散式地投入了大量時(shí)間進(jìn)行寫(xiě)作學(xué)習(xí),學(xué)習(xí)場(chǎng)所不限于教室、圖書(shū)館和宿舍,擴(kuò)展到了路上和其他非傳統(tǒng)學(xué)習(xí)場(chǎng)所,體現(xiàn)了“隨時(shí)隨地”進(jìn)行移動(dòng)學(xué)習(xí)的優(yōu)勢(shì);大多數(shù)學(xué)生能夠及時(shí)響應(yīng)寫(xiě)作任務(wù),但有少數(shù)學(xué)生仍然出現(xiàn)拖延現(xiàn)象;從移動(dòng)寫(xiě)作參與度的聚類(lèi)分析來(lái)看,學(xué)生分為四類(lèi):均衡積極型、評(píng)價(jià)積極型、均衡消極型和評(píng)價(jià)消極型學(xué)生;從發(fā)表后評(píng)價(jià)的社會(huì)網(wǎng)絡(luò)分析來(lái)看,學(xué)生整體參與度很好,但差異較大,專(zhuān)家學(xué)生在整個(gè)評(píng)價(jià)活動(dòng)中表現(xiàn)突出,在社群中獲得了較大的影響力和威望,起到了引領(lǐng)作用,形成了自組織學(xué)習(xí)的英語(yǔ)寫(xiě)作學(xué)習(xí)新生態(tài)。前后測(cè)結(jié)果表明,移動(dòng)英語(yǔ)寫(xiě)作組的進(jìn)步顯著優(yōu)于控制組。從學(xué)生的反思、問(wèn)卷與訪(fǎng)談數(shù)據(jù)來(lái)看,學(xué)生在移動(dòng)英語(yǔ)寫(xiě)作學(xué)習(xí)中自我感知寫(xiě)作技能的進(jìn)步明顯,語(yǔ)言方面也有一些進(jìn)步,并獲得了較為積極的情感體驗(yàn),增進(jìn)了英語(yǔ)寫(xiě)作自信,降低了寫(xiě)作焦慮,保證了學(xué)習(xí)的持續(xù)投入和學(xué)習(xí)質(zhì)量,從而一定程度上證明了移動(dòng)英語(yǔ)寫(xiě)作混合模式的有效性。進(jìn)一步對(duì)學(xué)生反思、問(wèn)卷和訪(fǎng)談的質(zhì)性數(shù)據(jù)的分析表明,學(xué)生對(duì)移動(dòng)英語(yǔ)寫(xiě)作學(xué)習(xí)的效用期望、易用期望和外在規(guī)范三大因素影響了學(xué)生的移動(dòng)英語(yǔ)寫(xiě)作學(xué)習(xí)行為,其中前兩者主要源自技術(shù)促學(xué)的作用,而外在規(guī)范則包括課程的強(qiáng)制性學(xué)習(xí)要求、激勵(lì)機(jī)制帶來(lái)的內(nèi)在驅(qū)動(dòng)力,以及協(xié)作學(xué)習(xí)和外部壓力產(chǎn)生的遵從行為。這三大因素均通過(guò)學(xué)生個(gè)人的個(gè)體特質(zhì)如自我效能感、動(dòng)機(jī)和個(gè)人偏好的中介而發(fā)揮作用�；谘芯堪l(fā)現(xiàn),論文從英語(yǔ)專(zhuān)業(yè)教學(xué)改革、信息技術(shù)促學(xué)背景下的外語(yǔ)教師發(fā)展和我國(guó)外語(yǔ)教育技術(shù)促學(xué)機(jī)制的改革等方面提出了參考建議。
[Abstract]:From the perspective of sociocultural theory, the thesis constructs a mixed learning platform for mobile English writing under the guidance of "post-process" writing theory and activity theory as an analytical framework. In order to study the behavior of college students' English writing learning in mobile learning environment, three main research questions are answered: 1) A two-month teaching practice of argumentative English writing for college students is carried out in order to study the behavior of English writing in mobile learning environment. What is the general situation of college students' English writing learning behavior under the mobile learning environment? What are the features? Second, what effect do these learning behaviors have on students' English writing? Third, what factors affect these learning behaviors? How do these factors affect learning behavior? The research object of this paper is 62 students in 2 classes of English major in a local normal university. The types, frequency and characteristics of students' mobile English writing learning behaviors were obtained by data mining from web server logs and databases. Questionnaire and interviews were used to understand students' self-perceived writing skills. The progress of language use and affective factors was compared with that of the control class in order to evaluate the learning effect of mobile English writing. Students in the mobile learning environment produce a variety of learning behaviors related to English writing. They have invested a lot of time in writing learning in different periods of time, and learning places are not limited to classrooms, libraries and dormitories. Extended to the road and other non-traditional learning sites, reflecting the "anytime anywhere" advantage of mobile learning; Most students can respond to writing tasks in time, but a few students still have procrastination. From the cluster analysis of participation in mobile writing, students can be divided into four categories: balanced positive type, evaluation positive type, balanced negative type and evaluation negative type student; From the social network analysis of postpublication evaluation, the overall participation of students is very good, but the difference is great. The expert students are outstanding in the whole evaluation activities, and have gained great influence and prestige in the community. Before and after the test results show that the progress of mobile English writing group is significantly better than that of the control group. From the reflection of students, questionnaire and interview data. Students in mobile English writing learning self-perceived writing skills have improved, language has also made some progress, and gained a more positive emotional experience, enhance English writing self-confidence, reduce writing anxiety. It ensures the continuous input and the quality of learning, thus proves to some extent the validity of the mixed mode of mobile English writing. The further analysis of the qualitative data of students' reflection, questionnaires and interviews shows that. There are three factors that affect the students' learning behavior of mobile English writing, such as the utility expectation, easy-to-use expectation and external norm, of which the first two are mainly due to the role of technology in promoting learning. The external norms include the compulsory learning requirements of the curriculum and the internal driving force brought by the incentive mechanism. These three factors play a role through the intermediary of individual traits such as self-efficacy, motivation and personal preference. The paper puts forward some suggestions on the reform of English major teaching, the development of foreign language teachers under the background of information technology and the reform of the mechanism of promoting foreign language education technology in China.
【學(xué)位授予單位】：上海外國(guó)語(yǔ)大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H319.3;G434

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