高职院校《大学英语》课程混合式学习效果的实证研究
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摘要
以信息时代外语教学理论为指南,运用优学院学习平台及APP,以《大学英语》课程为例,通过调查问卷,运用整群抽样法对学生进行调查,以此来考察调查对象学习习惯、学习动因、学习行为、学习偏好、教师行为对学生混合式学习的影响,并对这些因素进行结构验证性因素分析,得出影响混合式学习的主客观因素,进而探讨如何改进高职大学英语课程的教学效果,为促进高职英语教育质量提供参考性建议和数据支撑。
Based on the Online Learning Platform and APP used in author's college and the Foreign Language Teaching Theory in information era,this paper aims to investigate the key factors affecting B-learning in College English teaching of Vocational College by questionnaire. Taking the course of College English as an example,the project team used cluster sampling method to investigate the students' learning behavior of grade 2015-2017 in author's school. This paper also tries to obtain the subjective and objective influences through the structural confirmatory factor analysis of respondents' learning habits,learning motivation,learning behavior,learning preferences,the impact of teachers' role and explores how to improve the teaching effect of College English course,which will put forward the data support and proposals of improving English teaching quality in vocational college.
Based on the Online Learning Platform and APP used in author's college and the Foreign Language Teaching Theory in information era,this paper aims to investigate the key factors affecting B-learning in College English teaching of Vocational College by questionnaire. Taking the course of College English as an example,the project team used cluster sampling method to investigate the students' learning behavior of grade 2015-2017 in author's school. This paper also tries to obtain the subjective and objective influences through the structural confirmatory factor analysis of respondents' learning habits,learning motivation,learning behavior,learning preferences,the impact of teachers' role and explores how to improve the teaching effect of College English course,which will put forward the data support and proposals of improving English teaching quality in vocational college.
引文
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[2]Piaget,J.(1967) The Child’s Conception of the World[M].Tutowa,N.J.:Littlefield Adams.
[3]Rogers,Y.Rutherford,A.& Bibby,P.(1992) Models in Mind:Theory,Perspective and Application[M].Academic Press,London.
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[5] Rogers,Y.Distributed Cognition and Communi-cation.In The Encyclopedia of Language and Linguistics[M].2ndEdition.Edited by Keith Brown Elsevier:Oxford,2006:181-202.
[6] Martin Lindner.Micro Buzz Honey[DB/OL].http://www.microlearning.org/micropresentations/linder presentation-micro learning,2006.
[7] Simens,G.(2005a).Connectivism:A learning theory for the digital age[J].International Journal of Instructional Technology and Distance Learning2005,2(1)3-10.
[8] Simens,G.(2005b).Connectivism:Learning as network-creation[OB/OL].ASTD Learning News,10(1).Retrieved on June 19,2014 from:http://.elearnspace.Org/Articles/ networks.ttm.
[9] Dornyei Z.Motivational strategies in the Language Classroom[M].Cambridge:Cambridge University Press,1997.
[10] 余胜泉.从知识传递到认知建构、再到情境认知——三代移动学习的发展与展望[J].中国电化教育 2007(6):7-18.
[11] 陈坚林.计算机网络与外语课程的整合—一项基于大学英语教学改革的研究[M].上海:上海外语教育出版社,2010:172-186.
[12] 唐杰.高职院校非英语专业新生入学英语基础情况的调查研[J].山东商业职业技术学院外国语学院学报,2008(3):58-63.
[2]Piaget,J.(1967) The Child’s Conception of the World[M].Tutowa,N.J.:Littlefield Adams.
[3]Rogers,Y.Rutherford,A.& Bibby,P.(1992) Models in Mind:Theory,Perspective and Application[M].Academic Press,London.
[4]Rogers,Y.New Theoretical Approaches for Human-Computer Interaction[M].Annual Review of Information,Science and Technology,2004,38:87-143.
[5] Rogers,Y.Distributed Cognition and Communi-cation.In The Encyclopedia of Language and Linguistics[M].2ndEdition.Edited by Keith Brown Elsevier:Oxford,2006:181-202.
[6] Martin Lindner.Micro Buzz Honey[DB/OL].http://www.microlearning.org/micropresentations/linder presentation-micro learning,2006.
[7] Simens,G.(2005a).Connectivism:A learning theory for the digital age[J].International Journal of Instructional Technology and Distance Learning2005,2(1)3-10.
[8] Simens,G.(2005b).Connectivism:Learning as network-creation[OB/OL].ASTD Learning News,10(1).Retrieved on June 19,2014 from:http://.elearnspace.Org/Articles/ networks.ttm.
[9] Dornyei Z.Motivational strategies in the Language Classroom[M].Cambridge:Cambridge University Press,1997.
[10] 余胜泉.从知识传递到认知建构、再到情境认知——三代移动学习的发展与展望[J].中国电化教育 2007(6):7-18.
[11] 陈坚林.计算机网络与外语课程的整合—一项基于大学英语教学改革的研究[M].上海:上海外语教育出版社,2010:172-186.
[12] 唐杰.高职院校非英语专业新生入学英语基础情况的调查研[J].山东商业职业技术学院外国语学院学报,2008(3):58-63.