高职高专英语混合学习研究

论文摘要

中国目前有多少人在学习英语是一个很难确切统计的数字。即使尚在幼儿园的小朋友都已经开始学习英语了,英语学习在中国的普及程度可见一般。英语教学的改革是大势所趋。2004年1月30日教育部印发的《大学英语课程教学要求（试行）》认为:“新的教学模式应以现代信息技术,特别是网络技术为支撑,使英语的教与学可以在一定程度上不受时间和地点的限制,朝着个性化和自主学习方向发展。”这个要求为英语教学带来了新的机遇和挑战。一些院校已经开始将这个要求付诸实施。为了更好地贯彻这个要求,有必要对当前的应用情况进行调查研究。基于这样的背景,笔者提出了本研究题目。混合学习（blended learning）的概念自2003年由何克抗教授引进以来,一直受到国内学者的关注,这是因为混合学习是对传统教学改革和对e-learning反思后变革的融合点。（赵丽娟,2004）论文首先陈述了自主学习、混合学习的各种定义,归纳整理了当前网络环境下混合学习的特点和优势,接着分析了语言学和学习的相关理论,据此找到了自主学习、人本主义、社会建构主义是混合学习应用于英语教学的理论基石。调查问卷,旨在调查东软信息学院实行混合学习的现状,并在对一些学生做访谈的基础上,分析形成这种现状的原因。笔者得出结论,学生喜欢混合学习的模式,混合学习模式需要老师和学生投入更多的时间和精力。最后,笔者呈现了一个混合学习的教学过程模式流程。

论文目录

• Abstract
• 中文摘要
• Acknowledgements
• Chapter One Introduction
• 1.1 General description of the study
• 1.2 Need for the study
• 1.3 Overall structure of the thesis
• Chapter Two Literature Review
• 2.1 Definitions of some key terms
• 2.1.1 Definitions of learner autonomy
• 2.1.2 Definitions of e-learning
• 2.1.3 Definitions of blended learning
• 2.2 Theoretical framework for blended learning in English learning
• 2.2.1 Cognitive psychology
• 2.2.2 Humanistic psychology
• 2.2.3 Constructivism
• 2.3 Review of previous studies at home and abroad
• 2.3.1 Blended learning abroad
• 2.3.2 Blended learning in China
• 2.4 Characters of blended Learning
• 2.5 Advantages of blended learning
• Chapter Three Methodology
• 3.1 Research questions
• 3.2 Research designs
• 3.2.1 Quantitative design
• 3.2.1.1 Subjects
• 3.2.1.2 Instrument
• 3.2.1.3 Data collection
• 3.2.1.4 Data analysis
• 3.2.2 Interview
• 3.2.2.1 Subjects
• 3.2.2.2 Instrument
• 3.2.2.3 Data collection and data analysis
• Chapter Four Results and Discussion
• 4.1 Current state of the application of the blended learning
• 4.1.1 Difficulty level in English learning
• 4.1.2 The attitude towards blended learning
• 4.1.3 Processes of the blended learning
• 4.1.3.1 Time involvement
• 4.1.3.2 Pace-keeping in class and on line
• 4.1.3.3 Plan -making and adjusting
• 4.1.3.4 Goal-setting
• 4.1.3.5 Strategies-employing in class and after class
• 4.2 Underlying factors responsible for the present state of the blended learning
• 4.2.1 Lack of intrinsic motivation
• 4.2.2 Lack of self-confidence
• 4.2.3 Lack of professional training of effective strategies
• 4.2.4 Negative effects of examination-oriented system
• 4.2.5 Lack of technological and individual support
• 4.2.6 Summary
• 4.3 Experiment
• 4.3.1 regain the confidcnce
• 4.3.2 train some useful strategies
• 4.3.3 organize some interesting class activities
• 4.3.4 change the rule of grading
• 4.3.5 summary
• Chapter Five Conclusion
• 5.1 Major findings
• 5.2 Implications
• 5.3 Limitations of the research
• 5.4 Suggestions for further research
• References
• Appendix I
• Appendix II