經(jīng)濟(jì)的發(fā)展和科技的進(jìn)步促進(jìn)了教育的革新,也對(duì)高等教育培養(yǎng)的人才的英語(yǔ)能力水平提出了更高的要求。而外語(yǔ)焦慮作為影響大學(xué)生英語(yǔ)學(xué)習(xí)的主要情感因素,長(zhǎng)期以來(lái)影響著英語(yǔ)課堂的教學(xué)效果。在高職院校,英語(yǔ)課堂氣氛普遍不活躍,教學(xué)模式陳舊,教材枯燥,教學(xué)效果不佳,教學(xué)改革迫在眉睫。在改革和創(chuàng)新的摸索過(guò)程中,許多依托于新技術(shù)(尤其是與互聯(lián)網(wǎng)技術(shù))的教育模式和方法不斷產(chǎn)生。翻轉(zhuǎn)課堂,一種新興的教學(xué)模式,正如雨后春筍般涌現(xiàn)出來(lái),是當(dāng)前高等學(xué)校英語(yǔ)教學(xué)的發(fā)展方向,它顛覆了傳統(tǒng)“課上講授,課下復(fù)習(xí)”教學(xué)模式,采用“課前預(yù)習(xí)-發(fā)現(xiàn)問(wèn)題”、“課上指導(dǎo)-解決問(wèn)題”以及“課后復(fù)習(xí)-鞏固知識(shí)”的教學(xué)模式,將更多的主動(dòng)權(quán)交給學(xué)生,提高學(xué)生參與課堂教學(xué)的積極性,促使學(xué)生深入理解知識(shí)點(diǎn),提高學(xué)習(xí)效率,充分體現(xiàn)“學(xué)生為中心”的教學(xué)理念。本文以高職院校學(xué)生為實(shí)驗(yàn)對(duì)象,通過(guò)問(wèn)卷、個(gè)人訪談、口語(yǔ)測(cè)試和試卷調(diào)查高職學(xué)生在公共英語(yǔ)課堂上開(kāi)展“翻轉(zhuǎn)教學(xué)”前后,對(duì)英語(yǔ)學(xué)科的興趣、英語(yǔ)水平和課堂焦慮變化情況。在得出具體數(shù)據(jù)的基礎(chǔ)上,通過(guò)分析得出結(jié)論:1、與傳統(tǒng)的課堂教學(xué)相比,翻轉(zhuǎn)課堂教學(xué)更有助于提高學(xué)生的英語(yǔ)水平,尤其是聽(tīng)力和口語(yǔ)方面的熟練程...

【文章頁(yè)數(shù)】：116 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
摘要
Abstract
Chapter I Introduction
    1.1 Research Background
    1.2 Significance of the Study
    1.3 Organization of the Thesis
Chapter II Literature Review
    2.1 Vocational College and English Teaching
        2.1.1 Vocational Colleges
        2.1.2 Vocational Colleges English Teaching
    2.2 Foreign Language Anxiety
        2.2.1 Definitions of Foreign Language Anxiety
        2.2.2 Contributing factors of the Foreign Language Anxiety
        2.2.3 Relevant Studies on FLCA
            2.2.3.1 Relevant Studies on FLCAAbroad
            2.2.3.2 Relevant Studies on FLCA at Home
    2.3 The Flipped Classroom Mode
        2.3.1 Connotation of Flipped Classroom Model
        2.3.2 Characteristics of Flipped Classroom Model
        2.3.3 Flipped Classroom Model and College English Teaching
        2.3.4 Relevant Studies Abroad
        2.3.5 Relevant Studies at Home
Chapter III Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Foreign Language Classroom Anxiety Scale
        3.3.2 The Test Paper
        3.3.3 SPSS 24.0
        3.3.4 Oral English Testing
        3.3.5 Group Study Log and Study Group
        3.3.6 Personal Study Log
    3.4 Research Procedures
        3.4.1 Pre-tests
        3.4.2 Implementation of the Experiment
            3.4.2.1 Experimental Group — the Flipped Classroom Mode
                3.4.2.1.1 Setting of Flipped Classroom Teaching Process
                3.4.2.1.2 Preparation before Class
                3.4.2.1.3 Group Study and Personal Study before Class
                3.4.2.1.4 Activities in the Class
                3.4.2.1.5 Evaluation and Consolidation of Teaching Effectiveness
                3.4.2.1.6 Assignment
            3.4.2.2 Control Group — Traditional Mode
        3.4.3 First-Semester-Mid-Tests
        3.4.4 Mid-test
        3.4.5 Second-Semester-Mid-tests
        3.4.6 Post-tests
        3.4.7 Personal Interview
    3.5 Data Collection and Analysis
        3.5.1 Data Collection
        3.5.2 Data Analysis
Chapter IV Results and Discussion
    4.1 Effect of Flipped Classroom Mode in College English Teaching
        4.1.1 Results of Pre-test
        4.1.2 Results of Mid-test
        4.1.3 Results of Personal Interview
        4.1.4 Results of Oral English Test
        4.1.5 Results of Post-test
    4.2 Differences in Anxiety Levels between Traditional and Flipped ClassroomMode
        4.2.1 Differences in Anxiety Levels Indicated by Inter-group Comparison ofPre- and Post-FLCAS
            4.2.1.1 Results of Pre-FLCAS
            4.2.1.2 Results of Post-FLCAS
    4.3 Dynamic Changes in the Anxiety Level in the Flipped ClassroomMode
        4.3.1 Results of Pre-, First-Semester-Mid-, Mid-, Second-Semester-Mid andPost-FLCAS
    4.4 Correlation between Anxiety Level and Language Achievement in FlippedClassroom Mode
Chapter V Suggestion to Reduce Learner Anxiety
    5.1 Produce Relaxing and Pleasant Learning Atmosphere
    5.2 Change Learner’s Beliefs about Language Learning
Chapter VI Conclusion
    6.1 Summary of Major Findings
    6.2 Pedagogical Implications
    6.3 Limitation of the Study and Recommendations for Future Research
Reference
AppendixesⅠ
Appendix Ⅱ Pre-test paper
Appendix Ⅲ Post-test paper
Appendix Ⅳ Post-test paper
Appendix Ⅴ
Appendix Ⅵ
Appendix Ⅶ
攻讀碩士學(xué)位論文發(fā)表成果



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