基于智能手機(jī)輔助的移動(dòng)學(xué)習(xí)在高職高專英語(yǔ)中的應(yīng)用
發(fā)布時(shí)間：2019-03-14 15:59
【摘要】：移動(dòng)通信技術(shù)和計(jì)算機(jī)技術(shù)的高速發(fā)展加速了世界信息化的進(jìn)程,也推進(jìn)了教育現(xiàn)代化的步伐。在教育領(lǐng)域中,先進(jìn)的無(wú)線通訊技術(shù)為學(xué)習(xí)者提供了一種全新的學(xué)習(xí)方式---移動(dòng)學(xué)習(xí),這種學(xué)習(xí)模式將成為今后學(xué)習(xí)的新趨勢(shì),新型智能手機(jī)的出現(xiàn)又為移動(dòng)學(xué)習(xí)的發(fā)展提供了新的技術(shù)條件,在這種條件下,學(xué)習(xí)者可以充分有效地利用智能手機(jī)的特點(diǎn)來(lái)輔助學(xué)習(xí),提高學(xué)習(xí)質(zhì)量。在我國(guó)高職高專英語(yǔ)教學(xué)中,學(xué)生的自主學(xué)習(xí)意識(shí)和能力薄弱,基礎(chǔ)較差,這種情況嚴(yán)重影響了英語(yǔ)語(yǔ)言聽(tīng)說(shuō)讀寫技能的提高。在現(xiàn)今移動(dòng)學(xué)習(xí)的大背景下,本文作者嘗試探討以智能手機(jī)為媒介的移動(dòng)學(xué)習(xí)對(duì)高職高專學(xué)生英語(yǔ)學(xué)習(xí)的影響,并設(shè)計(jì)出移動(dòng)學(xué)習(xí)策略以達(dá)到提高高職高專學(xué)生英語(yǔ)學(xué)習(xí)的目的,作者希望該研究能為我校的英語(yǔ)網(wǎng)絡(luò)教學(xué)改革提供參考依據(jù),并能為提高學(xué)習(xí)者的英語(yǔ)自主學(xué)習(xí)能力、英語(yǔ)學(xué)業(yè)成績(jī)及語(yǔ)言綜合應(yīng)用能力提供參考依據(jù)。本研究以2014級(jí)79名河套學(xué)院非英語(yǔ)專業(yè)專科生為研究對(duì)象,采用量化與質(zhì)化相結(jié)合的研究方法,以下面三個(gè)問(wèn)題為研究問(wèn)題:1)河套學(xué)院非英語(yǔ)專業(yè)�？粕苿�(dòng)學(xué)習(xí)現(xiàn)狀如何;2)以智能手機(jī)為媒介的移動(dòng)學(xué)習(xí)是否提高了學(xué)生英語(yǔ)學(xué)習(xí)的積極性和興趣;3)移動(dòng)學(xué)習(xí)的模式是否提高了學(xué)生的英語(yǔ)成績(jī)。作者首先采用調(diào)查問(wèn)卷的形式收集數(shù)據(jù),對(duì)所有研究對(duì)象的移動(dòng)學(xué)習(xí)使用情況進(jìn)行了調(diào)查;其次對(duì)實(shí)驗(yàn)組學(xué)生進(jìn)行了培訓(xùn),指導(dǎo)他們利用手機(jī)移動(dòng)學(xué)習(xí)的方式進(jìn)行自主學(xué)習(xí),并對(duì)該組學(xué)生進(jìn)行了為期十二周的實(shí)驗(yàn),作者觀察并記錄了學(xué)生利用智能移動(dòng)設(shè)備自主學(xué)習(xí)的情況,訪談了其中的15名研究對(duì)象,與他們探討了基于智能手機(jī)輔助的移動(dòng)學(xué)習(xí)對(duì)高專英語(yǔ)學(xué)習(xí)的效果,然后收集并分析了所有研究對(duì)象的英語(yǔ)三級(jí)考試成績(jī)。通過(guò)指導(dǎo)學(xué)生在課堂外用移動(dòng)的方式學(xué)習(xí)英語(yǔ)并分析其效果之后,作者得出如下研究結(jié)果:(1)我校專科大學(xué)生對(duì)移動(dòng)學(xué)習(xí)了解甚少,但對(duì)移動(dòng)學(xué)習(xí)用于英語(yǔ)學(xué)習(xí)表現(xiàn)出很大的興趣。(2)基于智能手機(jī)的移動(dòng)學(xué)習(xí)提高了大學(xué)生的英語(yǔ)學(xué)習(xí)積極性和動(dòng)機(jī)并激發(fā)了學(xué)習(xí)興趣,但這種自主還需要在老師的指導(dǎo)之下進(jìn)行。(3)移動(dòng)學(xué)習(xí)對(duì)英語(yǔ)學(xué)習(xí)成績(jī)效果有提高。在研究的過(guò)程中,學(xué)習(xí)時(shí)間較短,參與的人員較少,在設(shè)計(jì)和指導(dǎo)方面還不是很完美,基于智能手機(jī)的英語(yǔ)移動(dòng)學(xué)習(xí)對(duì)學(xué)生學(xué)習(xí)積極性和成績(jī)的提高有待于進(jìn)一步的調(diào)查和研究。但從本研究中可以看到,隨著移動(dòng)學(xué)習(xí)逐步深入,大學(xué)生會(huì)更多地利用各種移動(dòng)終端設(shè)備和資源進(jìn)行自主學(xué)習(xí),在未來(lái)的教學(xué)中,教師需要設(shè)計(jì)出更好的有效移動(dòng)學(xué)習(xí)策略來(lái)促進(jìn)大學(xué)英語(yǔ)聽(tīng)說(shuō)讀寫技能,提高他們的英語(yǔ)自主學(xué)習(xí)能力和學(xué)業(yè)成績(jī)。
[Abstract]:The rapid development of mobile communication technology and computer technology has accelerated the process of information technology in the world, and also promoted the pace of education modernization. In the field of education, advanced wireless communication technology provides learners with a new way of learning-mobile learning, which will become a new trend of learning in the future. The emergence of new smart phones provides new technical conditions for the development of mobile learning. Under this condition, learners can make full and effective use of the characteristics of smart phones to assist in learning and improve their learning quality. In English teaching in higher vocational colleges in China, students' awareness and ability of autonomous learning is weak and their foundation is poor. This situation seriously affects the improvement of English language listening, speaking, reading and writing skills. Under the current background of mobile learning, the author tries to explore the impact of mobile learning on English learning of vocational and technical college students using smartphone as the medium. The author hopes that this study can provide reference basis for the reform of English network teaching in our school and improve learners' English autonomous learning ability, as well as to improve the learners' self-regulated English learning ability, and design the mobile learning strategies to improve the English learning ability of the students in higher vocational colleges. The English academic achievement and the language comprehensive application ability provide the reference basis. In this study, 79 non-English majors of Hetao University in Grade 2014 were selected as the research object, and the quantitative and qualitative methods were adopted. Take the following three questions as the research questions: 1) the current situation of mobile learning of non-English majors in Hetao University; 2) whether mobile learning based on smartphone improves students' enthusiasm and interest in English learning, and 3) whether mobile learning mode improves students' English achievement. Firstly, the author collected data in the form of questionnaire, and investigated the use of mobile learning among all the subjects. Secondly, the students in the experimental group were trained to guide them to learn independently by mobile phone learning, and the students in the group were tested for a period of 12 weeks. The author observed and recorded the students' autonomous learning using smart mobile devices, interviewed 15 of them, and discussed the effect of mobile learning based on smartphone on college English learning. Then the results of CET-3 were collected and analyzed. After instructing students to learn English outside the classroom and analyzing their effects, the author comes to the following results: (1) there is little understanding of mobile learning among college students in our university, and the research results are as follows: (1) students in our college have little knowledge of mobile learning; However, mobile learning has shown great interest in the use of mobile learning in English learning. (2) Mobile learning based on smart phones has enhanced college students' enthusiasm and motivation for English learning and stimulated their interest in learning. However, this autonomy needs to be carried out under the guidance of teachers. (3) Mobile learning can improve the performance of English learning. In the course of the research, the study time is shorter, the number of people involved is less, and the design and guidance are not perfect. The improvement of students' enthusiasm and achievement in mobile English learning based on smart phone needs further investigation and research. However, it can be seen from this study that with the gradual deepening of mobile learning, college students will make more use of various mobile terminal devices and resources for autonomous learning, and in future teaching, Teachers need to design better mobile learning strategies to promote college English listening, speaking, reading and writing skills, improve their English autonomous learning ability and academic achievement.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：H319;G434
本文編號(hào)：2440132
[Abstract]:The rapid development of mobile communication technology and computer technology has accelerated the process of information technology in the world, and also promoted the pace of education modernization. In the field of education, advanced wireless communication technology provides learners with a new way of learning-mobile learning, which will become a new trend of learning in the future. The emergence of new smart phones provides new technical conditions for the development of mobile learning. Under this condition, learners can make full and effective use of the characteristics of smart phones to assist in learning and improve their learning quality. In English teaching in higher vocational colleges in China, students' awareness and ability of autonomous learning is weak and their foundation is poor. This situation seriously affects the improvement of English language listening, speaking, reading and writing skills. Under the current background of mobile learning, the author tries to explore the impact of mobile learning on English learning of vocational and technical college students using smartphone as the medium. The author hopes that this study can provide reference basis for the reform of English network teaching in our school and improve learners' English autonomous learning ability, as well as to improve the learners' self-regulated English learning ability, and design the mobile learning strategies to improve the English learning ability of the students in higher vocational colleges. The English academic achievement and the language comprehensive application ability provide the reference basis. In this study, 79 non-English majors of Hetao University in Grade 2014 were selected as the research object, and the quantitative and qualitative methods were adopted. Take the following three questions as the research questions: 1) the current situation of mobile learning of non-English majors in Hetao University; 2) whether mobile learning based on smartphone improves students' enthusiasm and interest in English learning, and 3) whether mobile learning mode improves students' English achievement. Firstly, the author collected data in the form of questionnaire, and investigated the use of mobile learning among all the subjects. Secondly, the students in the experimental group were trained to guide them to learn independently by mobile phone learning, and the students in the group were tested for a period of 12 weeks. The author observed and recorded the students' autonomous learning using smart mobile devices, interviewed 15 of them, and discussed the effect of mobile learning based on smartphone on college English learning. Then the results of CET-3 were collected and analyzed. After instructing students to learn English outside the classroom and analyzing their effects, the author comes to the following results: (1) there is little understanding of mobile learning among college students in our university, and the research results are as follows: (1) students in our college have little knowledge of mobile learning; However, mobile learning has shown great interest in the use of mobile learning in English learning. (2) Mobile learning based on smart phones has enhanced college students' enthusiasm and motivation for English learning and stimulated their interest in learning. However, this autonomy needs to be carried out under the guidance of teachers. (3) Mobile learning can improve the performance of English learning. In the course of the research, the study time is shorter, the number of people involved is less, and the design and guidance are not perfect. The improvement of students' enthusiasm and achievement in mobile English learning based on smart phone needs further investigation and research. However, it can be seen from this study that with the gradual deepening of mobile learning, college students will make more use of various mobile terminal devices and resources for autonomous learning, and in future teaching, Teachers need to design better mobile learning strategies to promote college English listening, speaking, reading and writing skills, improve their English autonomous learning ability and academic achievement.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：H319;G434
【參考文獻(xiàn)】
相關(guān)期刊論文 前1條
1 蘇文倩;陳玉梅;;基于智能手機(jī)的大學(xué)英語(yǔ)聽(tīng)力移動(dòng)學(xué)習(xí)研究[J];湖北廣播電視大學(xué)學(xué)報(bào);2013年06期
，本文編號(hào)：2440132
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