近年來(lái)信息技術(shù)的飛速發(fā)展影響著各行各業(yè)的發(fā)展?fàn)顩r,教育的發(fā)展也深受影響。教育的不公平、優(yōu)質(zhì)教育的缺乏這些教育發(fā)展現(xiàn)狀,急需一種新型的教育模式來(lái)打破這種不公平。因此,慕課這種整合信息技術(shù)打破優(yōu)質(zhì)教育壁壘的教育方式一出現(xiàn)就吸引了大量的關(guān)注。但是隨著慕課的發(fā)展,問(wèn)題也接踵而來(lái)。因?yàn)樵谀秸n學(xué)習(xí)中同教師的互動(dòng)較少,學(xué)生的學(xué)習(xí)自主性不強(qiáng),對(duì)學(xué)生的評(píng)價(jià)模糊等等這些因素,雖然學(xué)生的注冊(cè)人數(shù)很多,但是到最后完成學(xué)習(xí)的學(xué)生卻很少。這種現(xiàn)象使得很多學(xué)者不斷反思這種教學(xué)方式。慕課作為一種線上教學(xué)方式,需要教師在課下對(duì)學(xué)生進(jìn)行監(jiān)督和引導(dǎo)。這樣結(jié)合線上和線下這兩種教學(xué)模式的混合式教學(xué)就應(yīng)運(yùn)而生。本研究旨在探究學(xué)生對(duì)于基于慕課的混合式教學(xué)的態(tài)度,從而為教師以及學(xué)生在教授以及學(xué)習(xí)慕課的過(guò)程中提過(guò)意見(jiàn)或建議。本研究的研究對(duì)象來(lái)自于河北省某大學(xué)大二年級(jí)的290名英語(yǔ)專業(yè)學(xué)生,為了深度調(diào)查學(xué)生對(duì)于這種混合式教學(xué)的態(tài)度,采用了問(wèn)卷調(diào)查以及學(xué)生報(bào)告這兩種方法來(lái)收集數(shù)據(jù)。對(duì)實(shí)驗(yàn)數(shù)據(jù)分析后的發(fā)現(xiàn)如下:首先,學(xué)生對(duì)這種基于慕課的混合式教學(xué)很滿意。其次,學(xué)生認(rèn)為為網(wǎng)絡(luò)質(zhì)量、生詞以及學(xué)生學(xué)習(xí)自主性是他們?cè)诨旌鲜綄W(xué)習(xí)中遇到的最主要問(wèn)題,但是...

【文章頁(yè)數(shù)】：70 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Structure of the Study
Chapter Two Literature Review
    2.1 The Basic Knowledge of MOOCs
        2.1.1 Classification of MOOCs
        2.1.2 The Difference between Traditional Teaching Model and MOOCs
    2.2 Researches on the Development of MOOCs
        2.2.1 The Development of MOOCs Abroad
        2.2.2 The Development of Domestic MOOCs
    2.3 Researches on Students’ Learning Attitudes Abroad and at Home
        2.3.1 Attitude Theory
        2.3.2 Researches on Students’ Learning Attitudes towards E-learning Abroad
        2.3.3 Researches on Students’ Learning Attitudes towards E-learning in China
    2.4 Researches on Blended Learning Model
Chapter Three Research Design
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Questionnaire
        3.3.2 Self-report
    3.4 Data Collection and Analyses
Chapter Four Results and Discussions
    4.1 Students’ Affective Attitudes towards Blended Teaching Based on MOOCs
    4.2 Students’ Cognitive Attitudes towards Blended Teaching Based on MOOCs
    4.3 Students’ Behavioral Attitudes towards Blended Teaching Basedon MOOCs
    4.4 Students’ Overall Attitudes towards Blended Learning
Chapter Five Conclusions
    5.1 Major Findings of the Research
    5.2 Implications of the Research
    5.3 Limitations and Suggestions for Further Research
Bibliography
Appendix ⅠQuestionnaire
Acknowledgements



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