混合式学习在大学英语教学中的应用研究

论文摘要

混合式学习(Blended Learning)是随着对网络学习的反思和传统课堂学习的回归而逐渐被关注的一种学习方式和学习理念。它建立在建构主义学习理论等一系列理论基础之上,融合了网络学习与传统课堂学习的优点,弥补了两者的缺点,既主动发挥教师的引导、启发和监控作用,又强调培养学习者的自主性和创造性,达到教与学效果的最优化的目的。这一新兴的模式符合当前学习范式的转变(由以教师为中心向以学生为中心的转变),顺应了教育部2007年颁发的《大学英语课程教学要求》,受到了广泛的关注。本论文采用实证研究的方法研究混合式学习在南京航空航天大学两个06级非英语专业班级的应用情况。三个研究问题分别为:(1)英语学习者对混合式学习模式的态度;(2)混合式学习下学习效果;(3)混合式学习对不同水平的学习者的适用性,以及如何解决不同适用性这一问题。经过一年的跟踪调查,基于对数据的分析与讨论,本文得出英语学习者对混合式学习模式的持有正面评价、整体的学习效果良好。同时指出新模式对英语水平高和水平低的学习者的不同适用性,并提出相应的解决办法和教学启示。论文研究表明混合式学习是改善我国大学英语教学效果不佳的出路之一。研究混合式学习的应用情况及其适用性对于我国积极开展大学英语教学改革的现况有重要的参考价值和实际意义。

论文目录

• 摘要
• Abstract
• Chapter One Introduction
• 1.1 Research Background
• 1.2 Needs of Studying Blended Learning
• 1.3 Research Objective
• 1.4 Outline of the Thesis
• Chapter Two Literature Review
• 2.1 Definitions of Blended Learning
• 2.1.1 Definitions Abroad
• 2.1.2 Definitions at Home
• 2.2 The Essence of Blended Learning
• 2.2.1 Blended Learning is an Ideology
• 2.2.2 Blended Learning is a Brand New Model of Teaching and Learning
• 2.2.3 Blended Learning is a Multidimensional System
• 2.3 Related Study
• 2.3.1 Theoretical Study
• 2.3.2 Review of Study on Application
• Chapter Three Theoretical Basis of Blended Learning
• 3.1 Learning Theories
• 3.1.1 Constructivist Learning Theory
• 3.1.2 Humanistic Learning Theory
• 3.1.3 Activity Theory
• 3.1.4 Mastery Learning Theory
• 3.2 Linguistic Theories
• 3.2.1 Autonomous Learning
• 3.2.2 Input-Output Hypothesis
• Chapter Four Methodology
• 4.1 Research Questions
• 4.2 Research Design
• 4.2.1 Subjects
• 4.2.2 Instruments
• 4.3 Procedures of the Experiment
• 4.3.1 Knowing Teachers’and Students’Attitudes towards Blended Learning
• 4.3.2 Survey on Students’ Autonomous Learning Ability
• 4.3.3 Training （three months）
• 4.3.4 Data Collection
• Chapter Five Results and Discussion
• 5.1 Results of the Questionnaire
• 5.1.1 Students’Attitude toward Learning under Blended Learning
• 5.1.2 Students’ Overall Learning Efficacy under Blended Learning
• 5.2 Results of the Interview
• 5.2.1 Teacher Interview
• 5.2.2 Student Interview
• 5.3 Results of the Tests
• 5.3.1 Different Applicability of Blended Learning to Learners in Class 18 and Class 23
• 5.3.2 Different Applicability of Blended Learning to High-level and Low-level Groups in Class 18
• 5.3.3 Different Learner Autonomy Leads to Different Applicability
• 5.4 Solution to Different Applicability of Blended Learning
• 5.4.1 Training in Learner Autonomy Bridges the Big Gap between Class 18 and Class 23
• 5.4.2 Training in Learner Autonomy Shortens the Disparity of English Learners at Different Levels
• 5.4.3 Correlation between Learner Autonomy and English Learning
• Chapter Six Conclusion
• 6.1 Summary of Major Findings
• 6.2 Pedagogical Implication
• 6.3 Limitations
• 6.4 Recommendation for Future Research
• References
• Appendix Ⅰ
• Appendix Ⅱ
• Appendix Ⅲ
• Appendix Ⅳ
• Publications