混合式学习在大学英语教学中的应用研究
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摘要
混合式学习(Blended Learning)是随着对网络学习的反思和传统课堂学习的回归而逐渐被关注的一种学习方式和学习理念。它建立在建构主义学习理论等一系列理论基础之上,融合了网络学习与传统课堂学习的优点,弥补了两者的缺点,既主动发挥教师的引导、启发和监控作用,又强调培养学习者的自主性和创造性,达到教与学效果的最优化的目的。这一新兴的模式符合当前学习范式的转变(由以教师为中心向以学生为中心的转变),顺应了教育部2007年颁发的《大学英语课程教学要求》,受到了广泛的关注。
本论文采用实证研究的方法研究混合式学习在南京航空航天大学两个06级非英语专业班级的应用情况。三个研究问题分别为:(1)英语学习者对混合式学习模式的态度;(2)混合式学习下学习效果;(3)混合式学习对不同水平的学习者的适用性,以及如何解决不同适用性这一问题。
经过一年的跟踪调查,基于对数据的分析与讨论,本文得出英语学习者对混合式学习模式的持有正面评价、整体的学习效果良好。同时指出新模式对英语水平高和水平低的学习者的不同适用性,并提出相应的解决办法和教学启示。
论文研究表明混合式学习是改善我国大学英语教学效果不佳的出路之一。研究混合式学习的应用情况及其适用性对于我国积极开展大学英语教学改革的现况有重要的参考价值和实际意义。
Blended Learning (BL) is a kind of learning model and learning ideology based on a series of theories, such as Constructivist Learning Theory, etc. It has been gradually conceived following reflection on E-learning and traditional classroom teaching and integrates the advantages of both models while compensating for shortcomings of the two.
On the one hand, Blended Learning brings into play the teacher’s role as guide, inspirer and supervisor; on the other hand, it emphasizes the cultivation of the learner’s autonomy and initiative so as to achieve an optimized learning outcome. This brand-new model conforms to the present learning paradigm shift (from teacher-centeredness to learner-centeredness), complies with College English Curriculum Requirements published by the Education Ministry in 2007, and has drawn widespread attention.
This thesis adopts an empirical study to research the application of Blended Learning. Two non-English freshmen classes in Nanjing University of Aeronautics and Astronautics (NUAA) were tracked. The three research objectives are:
1. What is the attitude of college English learners towards Blended Learning?
2. What is the overall effect of learning under Blended Learning?
3. What is the applicability of Blended Learning to learners at different levels? How can differences in applicability be resolved?
By analyzing and discussing the resultant statistics, the author draws the conclusion that learners’attitudes toward BL are positive; the overall learning efficacy under BL is good. The author also finds there is different applicability of BL to English learners at different levels. Corresponding solution is attempted, and some pedagogical implications are put forward.
The research shows that Blended Learning is one way to improve the dissatisfactory College English Education in China. Study on Blended Learning’s application and applicability has an important reference value and practical significance for the active reform of College English Education.
本论文采用实证研究的方法研究混合式学习在南京航空航天大学两个06级非英语专业班级的应用情况。三个研究问题分别为:(1)英语学习者对混合式学习模式的态度;(2)混合式学习下学习效果;(3)混合式学习对不同水平的学习者的适用性,以及如何解决不同适用性这一问题。
经过一年的跟踪调查,基于对数据的分析与讨论,本文得出英语学习者对混合式学习模式的持有正面评价、整体的学习效果良好。同时指出新模式对英语水平高和水平低的学习者的不同适用性,并提出相应的解决办法和教学启示。
论文研究表明混合式学习是改善我国大学英语教学效果不佳的出路之一。研究混合式学习的应用情况及其适用性对于我国积极开展大学英语教学改革的现况有重要的参考价值和实际意义。
Blended Learning (BL) is a kind of learning model and learning ideology based on a series of theories, such as Constructivist Learning Theory, etc. It has been gradually conceived following reflection on E-learning and traditional classroom teaching and integrates the advantages of both models while compensating for shortcomings of the two.
On the one hand, Blended Learning brings into play the teacher’s role as guide, inspirer and supervisor; on the other hand, it emphasizes the cultivation of the learner’s autonomy and initiative so as to achieve an optimized learning outcome. This brand-new model conforms to the present learning paradigm shift (from teacher-centeredness to learner-centeredness), complies with College English Curriculum Requirements published by the Education Ministry in 2007, and has drawn widespread attention.
This thesis adopts an empirical study to research the application of Blended Learning. Two non-English freshmen classes in Nanjing University of Aeronautics and Astronautics (NUAA) were tracked. The three research objectives are:
1. What is the attitude of college English learners towards Blended Learning?
2. What is the overall effect of learning under Blended Learning?
3. What is the applicability of Blended Learning to learners at different levels? How can differences in applicability be resolved?
By analyzing and discussing the resultant statistics, the author draws the conclusion that learners’attitudes toward BL are positive; the overall learning efficacy under BL is good. The author also finds there is different applicability of BL to English learners at different levels. Corresponding solution is attempted, and some pedagogical implications are put forward.
The research shows that Blended Learning is one way to improve the dissatisfactory College English Education in China. Study on Blended Learning’s application and applicability has an important reference value and practical significance for the active reform of College English Education.
引文
Benson, P. (2001). Teaching and Researching Autonomy in Language Learning. London: Longman.
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In Benson P. & P, Voller (ed.). Autonomy and independence in language learning. London: Longman, 1-12.
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Boyle, T., Bradley, C., Chalk, P., Jones, R. & Pickard, P. (2003). Using Blended Learning to Improve Student Success Rates in Learning to Program. Journal of Educational Media, 28(2-3), 165-178.
Carroll, J. B. (1963). A Model of School Learning. Teachers College Record, 64, 723-733.
Dearn, J. (1998). What happens when you stop lecturing in a large first year class? Students’perception. Learning outcomes and teacher responses. In Stokell, R (ed.). Proceedings of the Third Pacific Rim Conference on the First Year in Higher Education (Vol.I and Vol.II). Auckland: Auckland Institute of Technology.
Dickinson, L. (1993). Aspects of Autonomous Learning: An interview with Leslie Dickinson. ELT Journal, 47(4), 333-335.
Clark, D. (2003). Blended Learning, An Epic White Paper. [On-line]. Available Telnet: http://www.epic.co.uk/content/ resources/white_papers/Epic_Whtp_blended.pdf.
Collis, B. (2003). Course redesign for blended learning: modern optics for technical professionals. International Journal of Continuing Engineering Education and Lifelong Learning, 13(1/2), 22-38.
Collis, B. & Moonen, J. (2001). Flexible learning in a digital world: Experiences and expectations. London: Kogan-Page.
Driscoll, M. (2002). Blended Learning: Let’s Get Beyond the Hype. EDUCAUSE. [On-line].Available Telnet: http://www-8.ibm.com/services/pdf/blended_learning.pdf.
Dziuban, C. & Moskal, P. (2001). Evaluating distributed learning in metropolitan universities. Metropolitan Universities, 12(1), 41-49.
Edwords, F. (1989). What is humanism? Amherst, NY: American Humanist Association. [On-line]. Available Telnet: http://www. jcn. com/ humanism. Html.
Gage, N. & Berliner, D. (1991). Educational psychology (5th Ed.). Boston: Houghton, Mifflin.
Gardner, D. & Miller, L. (1999). Establishing self-access: from theory to practice. Cambridge: Cambridge University Press.
Glasersfeld, V. (1998). Why constructivism must be radical. In Larochelle, M., Bednarz, N. &
Garrison, J. (Eds.), Constructivism and Education. Cambridge University Press, 23-28.
Guo, N. Z. & Zhang, Y. L. (2004). An empirical investigation of learner autonomy in some EFL classes in China. [On-line]. Available Telnet: http://www.aare.edu.au/04 pap/nai 04371.pdf
Hedegaard, M., Chaiklin, S. & Jensen, U. J. (1999). Activity theory and social practice: An introduction. In: Chaiklim S, Hedegaard M & Jensen U. J. (eds.): Activity Theory and social practice. Cultural-Historical Approach. Aarhus: Aarhus University Press, 12-30.
Higgs, J. (1988). Planning learning experiences to promote autonomous learning. In Boud, D (ed.). Developing student autonomy in learning (2nd Ed.). London: Kogan Page, 40-58.
Holec, H. (1981). Autonomy and Foreign Language Learning. Oxford: Pergamon Press.
Hofmann, J. (2001). Blended Learning Case Study. [On-line]. Available Telnet: http://www. Learning circuits. Org /2001/ apr2001/.
Huang, W. et al. (1998). Integrating CALL into Teacher-guided English Learning. Proceedings of ICCE’98, 2, 260-263.
Krashen, S. (1985). The Input Hypothesis: Issues and Implications. Beverly Hills, CA: Laredo Publishing Company.
Leung, T. Y. & Tran, S. Y. S. (2000). Integrating the Strengths of the Web-Based and Traditional Models of Teaching. Paper presented at the International Vocational Education and Training Association conference, Hong Kong, China, August 6-9, 247-446.
Little, D. (1997). Responding authentically to authentic texts: a problem for self-access language learning? In Benson, P. & Voller, P. (ed.). Autonomy and independence in language learning. London: Longman, 225-236.
Littlewood, W. (1997). Self-access: Why do we want it and what can it do? In Benson, P. & Voller, P. (ed.). Autonomy and independence in language learning. London: Longman, 79-82.
Long, D. (1990). Learner-managed learning: the key to lifelong learning and development. New York: St. Martin’s Press.
Benson, P. (2001). Teaching and Researching Autonomy in Language Learning. London: Longman.
Maslow, A. (1968). Toward a Psychology of Being (2nd Ed.). New York: D. Van Nostrand.
McDevit, B. (1997). Learner autonomy and the need for learner training. Language Learning Journal, 16, 34-39.
Ministry of Education (2004). College English Curriculum Requirements (For Trial Implementation). Beijing: Foreign Language Teaching and Research Press. Ministry of Education (2007). College English Curriculum Requirements. Beijing: TsingHua University Press.
Morgan, K. R. (2002). Blended Learning: A Strategic Action Plan for a New Campus. Seminole. Florida: University of Central Florida.
Oliver, M. & Trigwell, K. (2005). Can‘Blended Learning’Be Redeemed? E–Learning, 1, 17-26.
Orey, M. (2002a). Definition of Blended Learning. [On-line]. Available Telnet: http:// www.arches.uga.edu/~mikeorey/blendedLearning/
Oscarson, M. (1989). Self-assessment of language proficiency: rationale and applications. Language Testing, 6, 1-13.
Piaget, J. (1972). Development and Learning. In LAVATTELLY, C. S. e STENDLER, F. (ed.) Reading in child behavior and development. New York: Hartcourt Brace Janovich.
Rochester Institute of Technology. (2004). Blended Learning Pilot Project: Final Report for the Academic Year 2003– 2004. [On-line]. Available Telnet: http://distance learning. rit. edu/blended/ Files/ Blended Pilot Final Report 2003_04.pdf.
Rogers, C. R. (1969). Freedom to learn. Columbus, Ohio: Charles Merrill.
Rooney, J. E. (2003). Blending learning opportunities to enhance educational programming and meetings. Association Management, 55(5), 26–32.
Rovai, A. P. & Jordan, H. M. (2004). Blended Learning and Sense of Community: A Comparative Analysis with Tradition and Fully Online Graduate Course. International Review of Research in Open and Distance Learning, 5(2).
Singh, H. & Reed, C. (2001). A White Paper: Achieving Success with Blended Learning Centra Software. [On-line]. Available Telnet: http://centra.com/download/whitepapers/blended learning. pdf.
Smith, J. M. (2001). Blended Learning: An Old Friend Gets A New Name. [On-line]. Available Telnet: http://www.gwsae.org/Executive update/2001/March/blended.htm.
Stanton, H. (1988). Independent study: a matter of confidence? In Boud, D. (ed.). Developing student autonomy in learning (2nd Ed). London: Kogan Page, 118-131.
Swain, M. (1985). Communicative Competence: Some Roles of Comprehensible Input and Comprehensible Output in Its Development. In Gass, S. & Madden, C. (eds.) Input in Second Language Acquisition. Rrowley, M: Newbury House.
Swain, M. (1995). Three Functions of Output in Second Language Learning. In Cook, G. &
Seidlhofer, B. (eds.). Principle and Practice in Applied Linguistics. Oxford: Oxford University Press.
Victori, M. & Lockhart, W. (1995). Enhancing Meta-cognition in self-directed language learning. System, 23 (2), 223-34.
Wonacott, M. E. (2002). Blending face-to-face and distance learning methods in adult and career technical education. Practice Application Brief no. 23. Columbus, OH: Center on Education and Training for Employment, College of Education. The Ohio State University. [On-line]. Available Telnet: http://www.cete.org/acve/docgen.asp?tbl=pab&ID=113.
Young, J. R. (2002). Hybrid teaching seeks to end the divide between traditional and onlineinstruction. Chronicle of Higher Education, 48(28), A33.
He Kekang [何克抗].从Blending Learning看教育技术理论的新发展.《国际教育行政学院学报》, 2005(9): 37-48.
He Xijiang [何锡江]. (2005).混合学习模式应用于培训教育的研究.华南师范大学优秀硕士论文.
Huang Yiliang [黄宜梁].“导-学”协同教学模式和混合型学习的理论与实践.《山西广播电视大学学报》, 2004(6): 3-5.
Jin Xia, Liu Yamin & Dai Yanmin [金霞、刘雅敏、戴艳旻].网络自主学习与面授辅导相结合教学模式的实践研究.《外语电化教学》, 2005(4): 19-23.
Li Jiahou [黎加厚].关于“Blended Learning”的定义和翻译[On-line]. Available Telnet: http:// www.jeast.net/jiahou/archives/ 000618.html.
Li Kedong & Zhao Jianhua [李克东、赵建华].混合学习的原理与应用模式.《电化教学研究》, 2004(7): 1-6.
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Benson, P & P, Voller. (1997). Introduction: Autonomy and independence in language learning.
In Benson P. & P, Voller (ed.). Autonomy and independence in language learning. London: Longman, 1-12.
Bloom, B. S. (1968). Mastery learning. Evaluation Comment, 1(2).
Boud, D. (1988a). Introduction to the second edition. In Boud, D. (ed). Developing student autonomy in learning. London: Kogan Page, 7-6.
Boyle, T., Bradley, C., Chalk, P., Jones, R. & Pickard, P. (2003). Using Blended Learning to Improve Student Success Rates in Learning to Program. Journal of Educational Media, 28(2-3), 165-178.
Carroll, J. B. (1963). A Model of School Learning. Teachers College Record, 64, 723-733.
Dearn, J. (1998). What happens when you stop lecturing in a large first year class? Students’perception. Learning outcomes and teacher responses. In Stokell, R (ed.). Proceedings of the Third Pacific Rim Conference on the First Year in Higher Education (Vol.I and Vol.II). Auckland: Auckland Institute of Technology.
Dickinson, L. (1993). Aspects of Autonomous Learning: An interview with Leslie Dickinson. ELT Journal, 47(4), 333-335.
Clark, D. (2003). Blended Learning, An Epic White Paper. [On-line]. Available Telnet: http://www.epic.co.uk/content/ resources/white_papers/Epic_Whtp_blended.pdf.
Collis, B. (2003). Course redesign for blended learning: modern optics for technical professionals. International Journal of Continuing Engineering Education and Lifelong Learning, 13(1/2), 22-38.
Collis, B. & Moonen, J. (2001). Flexible learning in a digital world: Experiences and expectations. London: Kogan-Page.
Driscoll, M. (2002). Blended Learning: Let’s Get Beyond the Hype. EDUCAUSE. [On-line].Available Telnet: http://www-8.ibm.com/services/pdf/blended_learning.pdf.
Dziuban, C. & Moskal, P. (2001). Evaluating distributed learning in metropolitan universities. Metropolitan Universities, 12(1), 41-49.
Edwords, F. (1989). What is humanism? Amherst, NY: American Humanist Association. [On-line]. Available Telnet: http://www. jcn. com/ humanism. Html.
Gage, N. & Berliner, D. (1991). Educational psychology (5th Ed.). Boston: Houghton, Mifflin.
Gardner, D. & Miller, L. (1999). Establishing self-access: from theory to practice. Cambridge: Cambridge University Press.
Glasersfeld, V. (1998). Why constructivism must be radical. In Larochelle, M., Bednarz, N. &
Garrison, J. (Eds.), Constructivism and Education. Cambridge University Press, 23-28.
Guo, N. Z. & Zhang, Y. L. (2004). An empirical investigation of learner autonomy in some EFL classes in China. [On-line]. Available Telnet: http://www.aare.edu.au/04 pap/nai 04371.pdf
Hedegaard, M., Chaiklin, S. & Jensen, U. J. (1999). Activity theory and social practice: An introduction. In: Chaiklim S, Hedegaard M & Jensen U. J. (eds.): Activity Theory and social practice. Cultural-Historical Approach. Aarhus: Aarhus University Press, 12-30.
Higgs, J. (1988). Planning learning experiences to promote autonomous learning. In Boud, D (ed.). Developing student autonomy in learning (2nd Ed.). London: Kogan Page, 40-58.
Holec, H. (1981). Autonomy and Foreign Language Learning. Oxford: Pergamon Press.
Hofmann, J. (2001). Blended Learning Case Study. [On-line]. Available Telnet: http://www. Learning circuits. Org /2001/ apr2001/.
Huang, W. et al. (1998). Integrating CALL into Teacher-guided English Learning. Proceedings of ICCE’98, 2, 260-263.
Krashen, S. (1985). The Input Hypothesis: Issues and Implications. Beverly Hills, CA: Laredo Publishing Company.
Leung, T. Y. & Tran, S. Y. S. (2000). Integrating the Strengths of the Web-Based and Traditional Models of Teaching. Paper presented at the International Vocational Education and Training Association conference, Hong Kong, China, August 6-9, 247-446.
Little, D. (1997). Responding authentically to authentic texts: a problem for self-access language learning? In Benson, P. & Voller, P. (ed.). Autonomy and independence in language learning. London: Longman, 225-236.
Littlewood, W. (1997). Self-access: Why do we want it and what can it do? In Benson, P. & Voller, P. (ed.). Autonomy and independence in language learning. London: Longman, 79-82.
Long, D. (1990). Learner-managed learning: the key to lifelong learning and development. New York: St. Martin’s Press.
Benson, P. (2001). Teaching and Researching Autonomy in Language Learning. London: Longman.
Maslow, A. (1968). Toward a Psychology of Being (2nd Ed.). New York: D. Van Nostrand.
McDevit, B. (1997). Learner autonomy and the need for learner training. Language Learning Journal, 16, 34-39.
Ministry of Education (2004). College English Curriculum Requirements (For Trial Implementation). Beijing: Foreign Language Teaching and Research Press. Ministry of Education (2007). College English Curriculum Requirements. Beijing: TsingHua University Press.
Morgan, K. R. (2002). Blended Learning: A Strategic Action Plan for a New Campus. Seminole. Florida: University of Central Florida.
Oliver, M. & Trigwell, K. (2005). Can‘Blended Learning’Be Redeemed? E–Learning, 1, 17-26.
Orey, M. (2002a). Definition of Blended Learning. [On-line]. Available Telnet: http:// www.arches.uga.edu/~mikeorey/blendedLearning/
Oscarson, M. (1989). Self-assessment of language proficiency: rationale and applications. Language Testing, 6, 1-13.
Piaget, J. (1972). Development and Learning. In LAVATTELLY, C. S. e STENDLER, F. (ed.) Reading in child behavior and development. New York: Hartcourt Brace Janovich.
Rochester Institute of Technology. (2004). Blended Learning Pilot Project: Final Report for the Academic Year 2003– 2004. [On-line]. Available Telnet: http://distance learning. rit. edu/blended/ Files/ Blended Pilot Final Report 2003_04.pdf.
Rogers, C. R. (1969). Freedom to learn. Columbus, Ohio: Charles Merrill.
Rooney, J. E. (2003). Blending learning opportunities to enhance educational programming and meetings. Association Management, 55(5), 26–32.
Rovai, A. P. & Jordan, H. M. (2004). Blended Learning and Sense of Community: A Comparative Analysis with Tradition and Fully Online Graduate Course. International Review of Research in Open and Distance Learning, 5(2).
Singh, H. & Reed, C. (2001). A White Paper: Achieving Success with Blended Learning Centra Software. [On-line]. Available Telnet: http://centra.com/download/whitepapers/blended learning. pdf.
Smith, J. M. (2001). Blended Learning: An Old Friend Gets A New Name. [On-line]. Available Telnet: http://www.gwsae.org/Executive update/2001/March/blended.htm.
Stanton, H. (1988). Independent study: a matter of confidence? In Boud, D. (ed.). Developing student autonomy in learning (2nd Ed). London: Kogan Page, 118-131.
Swain, M. (1985). Communicative Competence: Some Roles of Comprehensible Input and Comprehensible Output in Its Development. In Gass, S. & Madden, C. (eds.) Input in Second Language Acquisition. Rrowley, M: Newbury House.
Swain, M. (1995). Three Functions of Output in Second Language Learning. In Cook, G. &
Seidlhofer, B. (eds.). Principle and Practice in Applied Linguistics. Oxford: Oxford University Press.
Victori, M. & Lockhart, W. (1995). Enhancing Meta-cognition in self-directed language learning. System, 23 (2), 223-34.
Wonacott, M. E. (2002). Blending face-to-face and distance learning methods in adult and career technical education. Practice Application Brief no. 23. Columbus, OH: Center on Education and Training for Employment, College of Education. The Ohio State University. [On-line]. Available Telnet: http://www.cete.org/acve/docgen.asp?tbl=pab&ID=113.
Young, J. R. (2002). Hybrid teaching seeks to end the divide between traditional and onlineinstruction. Chronicle of Higher Education, 48(28), A33.
He Kekang [何克抗].从Blending Learning看教育技术理论的新发展.《国际教育行政学院学报》, 2005(9): 37-48.
He Xijiang [何锡江]. (2005).混合学习模式应用于培训教育的研究.华南师范大学优秀硕士论文.
Huang Yiliang [黄宜梁].“导-学”协同教学模式和混合型学习的理论与实践.《山西广播电视大学学报》, 2004(6): 3-5.
Jin Xia, Liu Yamin & Dai Yanmin [金霞、刘雅敏、戴艳旻].网络自主学习与面授辅导相结合教学模式的实践研究.《外语电化教学》, 2005(4): 19-23.
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