信息技术支持下项目式大学英语教学实践与反思
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摘要
从项目式教学的特点出发,通过定量定性分析相结合的方法,探讨了学生对项目式教学的认可度和历时认知变化。研究发现:学生对项目式学习持肯定态度,认为能有效提升阅读、写作和口语能力,能有效提高学生的综合素质,高度认可教师的情感支持;学生的学习动机、对教师的学习支持和信息技术的应用评价体现出较强烈的历时变化,多以第3学期为最低;学生对实施过程、批判性思维发展、听力等技能发展幅度认可度较低。
The present study starts from the features of PBL and explores to what degree college students approve IT aided project-based English learning and how their perception changes diachronically.Through quantitative analysis and qualitative analysis,it is found that students hold a positive attitude towards PBL English learning,believe it effectively enhances their reading,writing and speaking skills,speak highly of its influence on their comprehensive capabilities, and largely approve teachers′ emotional support.Besides,students′ learning motivation, their attitude towards teachers′ study support and the application of ICT show some diachronic changes,their evaluation of the third semester being the lowest. Students don′t approve some aspects of PBL learning,such as the implementation process,the degree of the critical thinking development and some language skills like listening.
The present study starts from the features of PBL and explores to what degree college students approve IT aided project-based English learning and how their perception changes diachronically.Through quantitative analysis and qualitative analysis,it is found that students hold a positive attitude towards PBL English learning,believe it effectively enhances their reading,writing and speaking skills,speak highly of its influence on their comprehensive capabilities, and largely approve teachers′ emotional support.Besides,students′ learning motivation, their attitude towards teachers′ study support and the application of ICT show some diachronic changes,their evaluation of the third semester being the lowest. Students don′t approve some aspects of PBL learning,such as the implementation process,the degree of the critical thinking development and some language skills like listening.
引文
[1] Beckett G H,Miller P C.Project-based second and foreign language education:past,present,and future[M].Greenwich,CT:Information Age Pub,2006.
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[3] 冯永华,曾巍.试论信息技术环境下的PBL设计[J].现代教育技术,2006,16(3):43-45.
[4] Kraft N.Criteria for authentic project-based learning[EB/OL].[2018-02-09].http://www.rmcdenver.com/useguide/pbl.htm.
[5] D?nyei Z.The antecedent of task behaviors:A dynamic system account of task motivation[EB/OL].[2018-02-09].http://www.lancaster.ac.uk/fass/events/tblt2009/presentations/DORNYEI_handout.pdf.
[6] 周燕,高一虹.大学基础阶段英语学习动机的发展——对五所高校的跟踪研究[J].外语教学与研究,2009(2):113-118.
[7] Nunan D.Task-based language teaching in the Asia context:Defining ‘task’ [J].Asian EFL Journal,2006,8(3):12-18.
[8] 余渭深.《新大学英语》项目活动实践的学生评价研究[J].中国外语,2017(3):82-91.
[9] 王守仁.坚持科学的大学英语教学改革观[J].外语界,2013(6):9-13.
[10] 余渭深.大学英语应用能力培养的再认识:教学大纲变化视角[J].外语界,2016(3):19-26.
[11] 陈晓丹.PBL教学模式对非英语专业学生批判性思维能力影响的实证研究[J].解放军外国语学院学报,2013,36(4):68-72.
[12] 高艳.项目学习在大学英语教学中的应用研究[J].外语界,2010(6):42-48.
[13] 顾佩娅.多媒体项目教学法的理论与实践[J].外语界,2007(2):2-8.
[14] 王勃然,王立婷.网络环境下基于活动理论的英语项目学习模式研究[J].西南科技大学学报:哲学社会科学版,2014,31(1):94-98.
[15] 桂诗春.我国英语教育的再思考——实践篇[J].现代外语,2015(5):687-704.
[16] 王兰兰,苗兴伟.混沌/复杂系统理论在大学英语教学中的实际应用路径探析[J].外语教学,2013,34(6):43-48.
[2] 刘景福,钟志贤.基于项目的学习(PBL)模式研究[J].外国教育研究,2002(11):18-22.
[3] 冯永华,曾巍.试论信息技术环境下的PBL设计[J].现代教育技术,2006,16(3):43-45.
[4] Kraft N.Criteria for authentic project-based learning[EB/OL].[2018-02-09].http://www.rmcdenver.com/useguide/pbl.htm.
[5] D?nyei Z.The antecedent of task behaviors:A dynamic system account of task motivation[EB/OL].[2018-02-09].http://www.lancaster.ac.uk/fass/events/tblt2009/presentations/DORNYEI_handout.pdf.
[6] 周燕,高一虹.大学基础阶段英语学习动机的发展——对五所高校的跟踪研究[J].外语教学与研究,2009(2):113-118.
[7] Nunan D.Task-based language teaching in the Asia context:Defining ‘task’ [J].Asian EFL Journal,2006,8(3):12-18.
[8] 余渭深.《新大学英语》项目活动实践的学生评价研究[J].中国外语,2017(3):82-91.
[9] 王守仁.坚持科学的大学英语教学改革观[J].外语界,2013(6):9-13.
[10] 余渭深.大学英语应用能力培养的再认识:教学大纲变化视角[J].外语界,2016(3):19-26.
[11] 陈晓丹.PBL教学模式对非英语专业学生批判性思维能力影响的实证研究[J].解放军外国语学院学报,2013,36(4):68-72.
[12] 高艳.项目学习在大学英语教学中的应用研究[J].外语界,2010(6):42-48.
[13] 顾佩娅.多媒体项目教学法的理论与实践[J].外语界,2007(2):2-8.
[14] 王勃然,王立婷.网络环境下基于活动理论的英语项目学习模式研究[J].西南科技大学学报:哲学社会科学版,2014,31(1):94-98.
[15] 桂诗春.我国英语教育的再思考——实践篇[J].现代外语,2015(5):687-704.
[16] 王兰兰,苗兴伟.混沌/复杂系统理论在大学英语教学中的实际应用路径探析[J].外语教学,2013,34(6):43-48.