本文選題：翻轉(zhuǎn)課堂 + 語(yǔ)法教學(xué)�。� 參考：《青海師范大學(xué)》2017年碩士論文

【摘要】：英語(yǔ)語(yǔ)法是英語(yǔ)教學(xué)的一個(gè)重要環(huán)節(jié)。而在實(shí)際的教學(xué)過(guò)程中,由于時(shí)間的限制,以及教學(xué)任務(wù)的繁重,英語(yǔ)語(yǔ)法呈現(xiàn)出一種“填鴨式”的教學(xué)方法。因此,找到一種高效的課堂教學(xué)模式十分有必要。近年來(lái),信息技術(shù)和教育的結(jié)合已經(jīng)成為大勢(shì)所趨,翻轉(zhuǎn)課堂教學(xué)模式也得到了越來(lái)越多的關(guān)注。翻轉(zhuǎn)課堂顛倒了傳統(tǒng)的教學(xué)模式,采用課前知識(shí)傳授加課堂知識(shí)內(nèi)化的形式。為了檢測(cè)翻轉(zhuǎn)課堂在初中英語(yǔ)語(yǔ)法教學(xué)中的有效性,筆者與2016年秋學(xué)期選取兩個(gè)平行班91名學(xué)生為實(shí)驗(yàn)對(duì)象實(shí)施了翻轉(zhuǎn)課堂的教學(xué)實(shí)驗(yàn)。該實(shí)驗(yàn)旨在探索翻轉(zhuǎn)課堂在初中英語(yǔ)語(yǔ)法教學(xué)中的應(yīng)用,采用問(wèn)卷調(diào)查,訪談,課堂觀察及測(cè)試等研究方法,主要研究以下問(wèn)題:1.與傳統(tǒng)教學(xué)相比,翻轉(zhuǎn)課堂對(duì)學(xué)生的學(xué)習(xí)興趣有什么影響?2.與傳統(tǒng)教學(xué)相比,翻轉(zhuǎn)課堂對(duì)學(xué)生的學(xué)習(xí)成績(jī)有什么影響?3.在實(shí)施翻轉(zhuǎn)課堂的過(guò)程中有什么問(wèn)題?根據(jù)一學(xué)期有計(jì)劃的教學(xué)實(shí)踐研究和測(cè)試顯示:1.翻轉(zhuǎn)課堂模式以學(xué)生為中心,關(guān)注學(xué)生的差異性和個(gè)性發(fā)展,通過(guò)課前知識(shí)的傳遞過(guò)程和知識(shí)內(nèi)化過(guò)程,學(xué)生可以在合作、寬松的氛圍中學(xué)習(xí)英語(yǔ)語(yǔ)法。從調(diào)查問(wèn)卷和訪問(wèn)來(lái)看,與傳統(tǒng)教學(xué)相比,翻轉(zhuǎn)課堂對(duì)于提高學(xué)生的學(xué)習(xí)興趣方面有明顯的作用。2.從前測(cè)和后測(cè)來(lái)看,學(xué)生的學(xué)習(xí)成績(jī)?cè)诙唐趦?nèi)沒(méi)有明顯的變化。但經(jīng)過(guò)對(duì)翻轉(zhuǎn)課堂模式一學(xué)期有計(jì)劃的教學(xué),實(shí)驗(yàn)班學(xué)生的成績(jī)明顯優(yōu)于控制班。3.在翻轉(zhuǎn)課堂的實(shí)施過(guò)程中,筆者發(fā)現(xiàn)課前對(duì)學(xué)生的監(jiān)控不足,與傳統(tǒng)教學(xué)相比,課中越來(lái)越多的學(xué)生加入到學(xué)習(xí)活動(dòng)中,在課上他們做相關(guān)的練習(xí),總結(jié)語(yǔ)法知識(shí),展示學(xué)習(xí)成果。但是筆者發(fā)現(xiàn)在課堂上發(fā)言的機(jī)會(huì)總是集中在少數(shù)學(xué)習(xí)成績(jī)突出的學(xué)生身上,基礎(chǔ)較薄弱的學(xué)生很少參與到課堂教學(xué)中來(lái)。
[Abstract]:English grammar is an important link in English teaching. In the actual teaching process, due to time constraints and heavy teaching tasks, English grammar presents a "spoon-feeding" teaching method. Therefore, it is necessary to find an efficient classroom teaching model. In recent years, the combination of information technology and education has become the trend of the times. The flipped classroom reversed the traditional teaching mode and adopted the form of knowledge imparting before class and internalization of classroom knowledge. In order to test the effectiveness of flipping classroom in English grammar teaching in junior high school, 91 students from two parallel classes were chosen as experimental subjects in the fall of 2016. The purpose of this experiment is to explore the application of flipping classroom in English grammar teaching in junior high school. The research methods of questionnaire, interview, classroom observation and test are used to study the following question: 1: 1. Compared with traditional teaching, how does flipping classroom affect students' interest in learning? Compared with traditional teaching, how does flipping classroom affect students' academic achievement? What are the problems in the implementation of the rollover class? According to a semester of planned teaching practice research and tests show that 1. 1. The flipping classroom model is student-centered and pays attention to the differences and personality development of students. Through the process of knowledge transfer and knowledge internalization before class students can learn English grammar in a cooperative and relaxed atmosphere. From the questionnaire and interview, compared with traditional teaching, flipping classroom has obvious effect on improving students' interest in learning. In the past and after tests, there was no significant change in students' academic performance in the short term. However, after a semester of planned teaching, the results of the experimental class are obviously superior to those of the control class. 3. In the implementation of the flipping class, the author found that the monitoring of the students before class is insufficient. Compared with the traditional teaching, more and more students in the class join in the learning activities. In the class, they do the related exercises and sum up the grammar knowledge. Show your learning results. However, the author finds that the opportunity of speaking in class is always concentrated on a few students with outstanding academic achievements, and the students with a weak foundation rarely participate in classroom teaching.
【學(xué)位授予單位】：青海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G434;G633.41

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本文編號(hào)：2011435