课堂生态系统视角下大学英语项目式翻转课堂教学模式研究
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摘要
在"互联网+"背景下,翻转课堂的研究成为了研究者关注的热点。如何有效地构建大学英语生态型翻转课堂模式成为了广大教师关心的问题。本文从跨学科的研究视角,运用课堂生态系统理论,将项目教学法与大学英语翻转课堂结合起来,分别从大学英语项目式翻转课堂生态系统的活力机制、组织结构机制和恢复力机制三个方面分析了课堂生态系统因子及相互之间的关系,构建了大学英语项目式翻转课堂生态系统的总体机制,并探讨了这三种机制是如何在大学英语项目式翻转课堂生态系统中发挥协调作用的,从而保障大学英语项目式翻转课堂的健康发展,实现大学英语课堂教学的生态性。
Under the background of "Internet+", the study onflipped classrooms has become a hot topic for researchers. How to construct an ecological flipped classroom model for college English effectively has become a concern of teachers. This paper combines the project-based learning with the college English flipped classroom from the perspective of interdisciplinary research and analyzes the relationship between the classroom ecosystem factors from three aspects, namely the dynamic mechanism, the organizational structure mechanism, and the restoring force mechanism. This paper tries to construct the overall mechanism of college English project-based flipped classroom ecosystem and explore how the above three mechanisms coordinate in the college English project-based flipped classroom ecosystem to maintaina healthy development of project-based flipped classroom and realize the ecology of college English classroom teaching.
Under the background of "Internet+", the study onflipped classrooms has become a hot topic for researchers. How to construct an ecological flipped classroom model for college English effectively has become a concern of teachers. This paper combines the project-based learning with the college English flipped classroom from the perspective of interdisciplinary research and analyzes the relationship between the classroom ecosystem factors from three aspects, namely the dynamic mechanism, the organizational structure mechanism, and the restoring force mechanism. This paper tries to construct the overall mechanism of college English project-based flipped classroom ecosystem and explore how the above three mechanisms coordinate in the college English project-based flipped classroom ecosystem to maintaina healthy development of project-based flipped classroom and realize the ecology of college English classroom teaching.
引文
[1]Randall S.Davies,Douglas L.Dean,Nick Ball.Flipping the Classroom and Instructional Technology Integration in a College-level Information Systems Spreadsheet Course[J].Educational Technology Research and Development,2013,(4):563-580.
[2]郑艳.英语翻转课堂教学生态的建构[J].外语学刊,2016,(02):124-127.
[3]孙芙蓉.健康课堂生态系统研究刍论[J].教育研究,2012,(12):77-83.
[4]Pfeifer R,傅小芳.项目教学的理论与实践[M].南京:江苏教育出版社,2007:101.
[5]张红玲,朱晔,孙桂芳等.网络外语教学理论与设计[M].上海:上海外语教育出版社,2010:89.
[6]祖述勋,刘志峰.关于课堂生态系统特征的思考[J].教学与管理,2009,(08):12-13.
[7]尹达.基于生态系统理论的“翻转课堂”本土化探究[J].教育与教学研究,2014,(09):16-19.
[8]孙芙蓉.课堂生态研究[M].江苏:浙江大学出版社,2013:65.
[2]郑艳.英语翻转课堂教学生态的建构[J].外语学刊,2016,(02):124-127.
[3]孙芙蓉.健康课堂生态系统研究刍论[J].教育研究,2012,(12):77-83.
[4]Pfeifer R,傅小芳.项目教学的理论与实践[M].南京:江苏教育出版社,2007:101.
[5]张红玲,朱晔,孙桂芳等.网络外语教学理论与设计[M].上海:上海外语教育出版社,2010:89.
[6]祖述勋,刘志峰.关于课堂生态系统特征的思考[J].教学与管理,2009,(08):12-13.
[7]尹达.基于生态系统理论的“翻转课堂”本土化探究[J].教育与教学研究,2014,(09):16-19.
[8]孙芙蓉.课堂生态研究[M].江苏:浙江大学出版社,2013:65.