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外语课堂教学模式的研究

时间:2017-03-02 10:23  来源:未知  阅读次数: 复制分享 我要评论

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2.3外语课堂教学模式的研究
Flipped learning is firstly carried out in the field of higher education. Wesley Baker put forward a flipped classroom model in April 2004. Strayer introduced the empirical study of the application of flipped classroom teaching model in the course of “Introduction to Statistics” in Midwestern Christian Liberal Arts University since 2004 in his doctor thesis. Jeremy Strayer made a comparison between flipped classroom teaching model on the basis of intelligent tutor system and traditional teaching model. In 2008, teaching reforms carried out Penn state university and the California state university are also typical cases of application of flipped classroom teaching model. In 2011, flipped classroom is recognized as the most important technological reform by Canada’s global mail newspaper. Flipped classroom teaching model has been applied in the teaching of undergraduate students and postgraduate students in western countries, and many fields are involved such as medical and nursing, biochemistry, materials science, laws and so on.
Studies at home
Since flipped classroom teaching model was introduced into our country in 2011, domestic research of the application of flipped classroom teaching model has been carried out and several achievements have been made as well. Zhang Jinlei of Nanjing university made improvement of the structure system of Robert Talbert and formed a more detailed and clearer model. This model is consisted of two parts: learning before class and learning in classroom, and information technology as well as activity learning are served as two powerful levers for the creation of learning environment. Zhong Xiaoliu thinks that flipped classroom teaching model is a bilateral interactive process composed by teachers and students, so that teachers not only cannot pay much attention to teaching in traditional teaching and ignore learning, but also they should not pat too much attention to learning and ignore learning. Wang Changjiang put forward the flipped classroom teaching under the background of information technology by regarding learner's personalized learning and seamless learning as the design concept. Doctor Zhao Longxing made an analysis of flipped classroom teaching model from three perspectives: macro - intermediate and micro – levels, and formed flipped classroom teaching model from the aspect of knowledge internalization. Song Yanling of Tianjin university explored flipped classroom teaching model from the perspective of cognitive load, and she studies the reasons for the successful applications from the perspective of psychological process of learners as well as the specific situation of psychological activities in the process of students’ learning in flipped classroom. It can be seen from the above that the studies of flipped classroom teaching model and the application of it in English teaching in universities and colleges are relatively few in China.
 
 
这种模式在高等教育领域中首先进行了学习。卫斯理贝克在2004四月提出了一个翻转课堂模型。2004,斯特雷耶他的在中西部的基督教文科大学博士论文中介绍“统计”介绍实证研究对翻转课堂教学模式的应用过程 。杰瑞米Strayer做一比较,翻转课堂教学模式在智能导师系统与传统教学模式的基础上。在2008、宾夕法尼亚州立大学和加利福尼亚州立大学进行教学改革的同时,也典型案例教学模式的应用。在2011,翻转课堂被公认为最重要的技术改革,加拿大的全球邮件报纸。翻转课堂教学模式已应用于西方国家本科生和研究生的教学中,涉及医学、护理学、生物化学、材料科学、法律等多个领域。
在家学习
自从把课堂教学模式引入我国以来,2011、国内研究了翻转课堂教学模式的应用,并取得了一些成果。南京大学张金磊由罗伯特Talbert结构系统的改进,形成了一个更详细和清晰的模型。该模型主要包括2部分:课堂学习和课堂学习,信息技术以及活动学习,是学习环境创造的有力杠杆。钟小刘认为,翻转课堂教学模式是一个双边互动的过程,由教师和学生,使教师不仅不重视传统教学,忽视学习,而且他们不应该拍过多关注学习忽视学习。在信息技术背景下,以学习者的个性化学习和无缝学习为设计理念,提出了以信息技术为背景的翻转课堂教学。医生赵龙兴由翻转课堂教学模式从三个角度进行分析:宏观中观和微观–水平,并形成了翻转课堂教学模式从知识内化方面。宋鄢陵天津大学从认知负荷的角度探索了课堂教学模式,从心理学的角度出发,研究了学生学习过程中的心理活动的具体情况,并从心理学的角度研究了成功应用的原因。从上面可以看出,翻转课堂教学模式的研究及在大学英语教学中的应用,对我国大学英语教学的研究相对较少。
 
 
2.4国产翻转课堂教学模式研究
 
Flipped classroom teaching model was not originated in China, but teachers and educators in universities and colleges should recognize the present situation of English teaching in universities and colleges in order to solve these problems. Teachers of universities and colleges in China should combine the intelligence of first-class teachers, scholars and experts of education technology, and integrate information technology with English teaching in universities as well as colleges as well. They should learn the essence of flipped classroom teaching model and explore its teaching concepts in order to create a new teaching model which can be applicable in universities and colleges English teaching in China on the basis of actual situation of classroom teaching. In this way, the personalized development of students can be realized and the comprehensive quality of students
 
 
“翻转课堂教学模式”并非起源于中国,但高校教师和教育工作者应该认识到高校英语教学的现状,以解决这些问题。中国高校教师要把一流教师、教育技术专家和教育技术专家结合起来,将信息技术与大学英语教学和大学英语教学相结合。在课堂教学的实际情况的基础上,从课堂教学的实际情况,学习了翻转课堂教学模式的本质,探索其教学理念,以创建一个新的教学模式。这样,学生的个性化发展就可以实现和学生的综合素质
 
 
 
3。翻转课堂教学模式在英语教学中的应用分析
A certain teaching mode must rely on certain teaching strategies to receive good teaching effect, so some teaching strategies of flipped classroom teaching model in English teaching in universities and colleges are proposed in order to respect the subjectivity of students and make students become the master of English learning at the same time.
 
 
某教学模式必须依托一定的教学策略来获得良好的教学效果,因此,为了尊重学生的主体性,使学生成为英语学习的主体,在大学英语教学中,提出了一些教学策略。
 
 
3.1、课堂教学模式在高校英语教学中应用的存在问题
There are also some problems in the application of flipped classroom teaching model in English teaching in universities and colleges.  
 
在高校英语教学中运用“翻转课堂”教学模式也存在一些问题。
 
 
3.1.1从教学视频的角度
The quality of teaching videos is not good. Some teachers perform excellent in face to face teaching, but they cannot make teaching videos of good quality. In the real classroom, they face the real students, but there are no students when they are recording teaching videos. Besides, many factors such as surrounding environment, teaching equipments and teachers’ status can influence the quality of teaching videos, and the quality of teaching videos will also have influence on the learning effect of students.
 
教学视频质量不好。有的教师在面对面教学时表现出色,但不能使教学视频质量好。在真正的课堂上,他们面对的是真正的学生,但没有学生在录制教学视频时。此外,教学视频的质量、教学设备、教师的地位等因素也会影响学生的学习效果。
 
 
3.1.2从传统教育观念
 
In the process of English teaching in universities and colleges, most educators and teachers are still deeply influenced by traditional education concepts, and they regard teachers, teaching materials as well as classroom as the core of English teaching. Some teachers cannot recognize the flipped classroom teaching model that students are the subject of learning and teachers become the promoters and guides of English learning.
 
在大学英语教学过程中,大多数的教育工作者和教师仍然深受传统教育观念的影响,他们把教师、教材和课堂作为英语教学的核心。一些教师不能认识到学生的课堂教学模式,学生是学习的主体,教师成为英语学习的推动者和指导者。
 
 
 
3.1.3从信息技术的视角
 
Supporting hardware facilities are necessary in order to promote flipped classroom teaching effectively whether in the process of recording teaching videos or students learning knowledge by making use of teaching videos. However, not all the students have computers in universities so that it brings difficulties in the process of video teaching.
 
配套硬件设施是必要的,以促进翻转课堂教学有效地在录制教学视频的过程中,通过使用教学视频或学生的学习知识。然而,并不是所有的学生都有计算机在大学,使它带来了困难的过程中,视频教学。
 
 
 
 
4。翻转课堂教学模式在高校英语教学中的应用
This part gives some suggestions for the application of flipped classroom teaching model in English teaching in universities and colleges in China on the basis of the existing problems.
 
本部分针对我国高校英语教学中运用“翻转课堂”教学模式的存在问题提出了一些建议。
 
 
4.1转变传统教育观念
The major aim of education is to educate people, and it pays attention to the self development as well as perfection at the same time. In the face of flipped classroom teaching model, traditional education concepts still plays a dominant role. However, flipped classroom teaching model provides students a personalized learning environment, and not only classroom teaching structures should be flipped, but also teaching concepts as well as teaching thoughts should also be changed as well. It cares the individual development of students, and it can meet the different development needs of students. As a result, education departments, schools and teachers must change traditional education concepts, set up the new student view and teaching view in order to regard students as the subject of English learning in universities and colleges. The implementation of flipped classroom model in English teaching in universities and colleges should break the original state of balance between education environment and this model and make itself stay in a new as well as unpredicted state. Therefore, it is necessary for education departments, schools and teachers to change traditional education concepts.
 
教育的主要目标是教育人,同时也要注重自身的发展和完善。在翻转课堂教学模式的过程中,传统的教育观念仍然起着主导作用。然而,翻转课堂教学模式为学生提供了个性化的学习环境,不仅是课堂教学结构应进行翻转,而且教学理念和教学思想也应改变。它关注学生个体的发展,它能满足学生的不同发展需求。因此,教育部门、学校和教师必须转变传统的教育观念,树立新的学生观和教学观,以学生为主体的大学英语学习。在高校英语教学中翻转课堂模式的实施应打破原有的平衡状态之间的教育环境和该模型使其保持在一个新的以及不可预知的状态。因此,教育部门、学校和教师必须转变传统的教育观念。
 
 
 
4.2提高教师专业能力
Flipped classroom teaching model have higher requirements for the comprehensive quality of teachers in English teaching in universities and colleges. In the process of the implementation of flipped classroom teaching model, teachers should both make teaching videos and organize class activities as well, and this can have influence on the successful application of flipped classroom teaching model in English teaching in universities and colleges. In our country, the comprehensive quality of teachers in universities and colleges needs to be improved, and the overall ability of their information is also not very high. Except for making teaching videos of high quality, teachers should also pay attention to students’ learning in class as well as guide students to take part in class activities smoothly and efficiently. Therefore, teachers in universities and colleges need to make efforts to improve their professional quality, and schools should also give them more opportunities for training in various aspects to improve the comprehensive ability of teachers in universities and colleges.
 
 
翻转课堂教学模式对高校英语教学中教师的综合素质提出了更高的要求。在课堂教学模式的实施过程中,教师既要制作教学视频,也要组织课堂活动,这样才能对大学英语教学在大学英语教学中的成功应用产生一定的影响。在我国,高校教师的综合素质有待提高,信息综合素质也不高。教师除了制作高质量的教学视频外,还应重视学生在课堂上的学习,引导学生顺利、高效地参与课堂活动。因此,高校教师要努力提高自身的专业素质,学校也要给他们更多的机会,在各方面进行培训,提高高校教师的综合素质。
 
 
5。结论
In today’s society of rapid development of information technology, it becomes an inevitable trend that information technology will promote the development of education. Flipped classroom teaching provides personalized learning environment for students in the process of English learning in universities and colleges by regarding information technology and cooperative learning as the support. In flipped classroom teaching model, classroom is no longer a place that teachers pass knowledge to students in one way, but it is a vigorous and ecological learning place constituted by teachers and students through different learning activities. As a result, this paper mainly makes an analysis of the application of Flipped Classroom teaching model in English teaching in universities and colleges. The first part of this paper is a brief introduction including the research background as well as the purpose and significance of this paper. The second part of this paper is a literature review including definition of flipped classroom teaching model, comparison between traditional teaching model and flipped teaching model, studies at home and abroad as well as relevant theories. The third part of this paper discusses the present situation of the application of flipped teaching model in universities and colleges in China including its advantages and existing problems in the process of application. The last part proposes some improvement strategies of applying flipped teaching model in English in universities and colleges. The purpose of this paper is to make an analysis of the advantages of flipped classroom teaching model compared to traditional teaching model in order to propose some improvement strategies of the application of flipped classroom teaching model in English teaching in universities and colleges.
Through the comparison between traditional teaching model and flipped classroom teaching model, it can be found that flipped teaching model can arouse the interests of students in learning English in universities and colleges and it plays a significant role in improving the learning and teaching effect of English in universities and colleges. Firstly, flipped classroom teaching model can help students learn English autonomously and form the habits of learning English. Secondly, English teaching and learning become relaxed through the application of flipped classroom teaching model, and English teaching is not limited by examination-oriented education. Thirdly, teachers can have more communication and interactions with students and they can also organize all kinds of class games in order to let students learn English in a happy and relaxed atmosphere.
In conclusion, it can be found that flipped teaching is a new kind of teaching model, and the application of it in English teaching in universities and colleges can arouse the interests of students in learning English in universities and colleges as well as constantly improve their English ability in daily communication. Flipped classroom teaching model makes use of information technology in order to provide help for students in the process of English learning in universities and colleges as well as make contributions to English education in China at the same time.
 
 
在信息技术飞速发展的今天,信息技术必将促进教育的发展成为必然的趋势。“翻转课堂教学”以信息技术与合作学习为支撑,为学生在大学英语学习过程中提供个性化的学习环境。在翻转课堂教学模式中,课堂不再是教师向学生传授知识的场所,而是教师和学生通过不同的学习活动形成的一个充满活力和生态的学习场所。因此,本文主要是对翻转课堂教学模式在高校英语教学中的应用进行了分析。本文第一部分为绪论,包括研究背景、研究目的和意义。本文的第二部分是文献综述,包括课堂教学模式的定义、传统教学模式与教学模式的比较、国内外研究的相关理论。第三部分论述了我国高校教学模式应用的现状,分析了其在应用过程中的优势和存在的问题。最后一部分提出了大学英语教学中运用翻转教学模式的一些改进策略。本文的目的是分析翻转课堂教学模式与传统教学模式相比较的优势,提出运用课堂教学模式在高校英语教学中应用的一些改进策略。
通过对传统教学模式与课堂教学模式的比较,可以发现,翻转教学模式能激发学生学习英语的兴趣,对提高大学英语教学和教学效果起到了重要作用。首先,翻转课堂教学模式可以帮助学生自主学习英语,形成学习英语的习惯。第二,英语教学和学习通过翻转课堂教学模式的应用而变得轻松,英语教学也不局限于应试教育。第三,教师可以与学生有更多的交流和互动,他们还可以举办各种类型的游戏,以使学生在愉快和轻松的氛围中学习英语。
总之,翻转式教学是一种新的教学模式,它在高校英语教学中的应用可以激发学生的学习兴趣,提高学生在日常交际中的英语能力。运用信息技术进行课堂教学模式的运用,为学生在大学英语学习的过程中提供帮助,同时也为中国的英语教育做出了贡献。

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