摘要
采用定量和定性研究相结合的方法,基于对107名大一学生的问卷调查、反思日志等数据,探究了学生对大学英语翻转课堂教学的满意度及其影响因素。结果表明:翻转课堂学习资源丰富,但微课质量不高;学习任务难度适中,但未能有效地激发学生学习兴趣;FiF口语训练和学生个人演示效果较好,但预习情况和小组合作学习效果欠佳;翻转课堂有利于改善师生关系、培养自主学习能力,但整体学习效果不太理想。学生对翻转课堂的满意度受学习者自身因素、技术条件、教学设计及同伴互动质量等因素的影响。
Combining quantitative and qualitative research and based on a questionnaire survey and reflection logs of 107 non-English major freshmen of Wuyi University,this paper explores the students’satisfaction towards flipped classroom teaching and the influencing factors.The results show that the flipped classroom is abundant in learning resources,but the micro lectures are not satisfactory.The learning tasks are moderate in difficulty but fail to arouse the interests of the students effectively.FiF oral training and students’individual presentation are satisfactory,but the preview and group cooperation are not.The flipped classroom is conducive to improving teacher-student relationship and cultivating autonomous learning ability,but the overall learning effect is not satsifactory.Students’satisfaction with the flipped classroom is influenced by learner factors,technical conditions,the teaching design and the quality of peer interaction.
作者
王皓
韩永芳
WANG Hao;HAN Yong-fang
出处
《五邑大学学报（社会科学版）》
2019年第4期85-89,92,共6页
Journal of Wuyi University(Social Sciences Edition)
基金
广东省高等教育教学改革项目“基于能力提升的大学英语教学体系构建与实践”(批准号:GDJX2018008)
广东省哲学社会科学“十三五”规划项目“基于翻转课堂的新型混合式大学英语教学模式研究”(批准号:GD16WXZ16)的部分成果
关键词
大学英语
翻转课堂
满意度
效果
College English
Flipped classroom
Satisfaction
Effect
