论文题目：翻转课堂教学模式在高职高专大学英语教学中的应用研究
摘要：在我国教育信息技术化的推进和大学英语教学改革的形势下,翻转课堂教学模式为大学英语课堂教学改革提供了一条新的思路。作为一种新兴的教学模式,翻转课堂在外国已经开始应用并取得了较好的效果。国内外语界专家和学者开始关注该教学模式能否以及如何提升我国大学英语教学效果。高职高专英语水平普遍较差,翻转课堂的教学模式效果值得探究。因此,本研究旨在更进一步探究高职高专英语的有效教学方法与有效改革的途径。本研究关注的两个问题是:（1）翻转课堂教学模式是否有效提高大学生的英语学习成绩。（2）翻转课堂教学模式能否改善学生对英语学习的态度。研究对象为内蒙古师范大学青年政治学院2017级旅游管理1班和2班的学生。在教学实验前先进行前测,实验组和对照组的学生完成英语水平测试,确定初始状况。在实验过程中,对实验班采用基于微课的翻转课堂模式,而对照班采用传统的英语教学模式。一学期后,对实验班和对照班的学生进行相应的后测,完成英语水平测试以及问卷调查。最后作者对实验班和对照班的英语学习成绩使用SPSS22.0进行独立样本T检验、配对样本T检验,以确定两组学生在英语学习成绩以及学习态度方面的差异。实验研究结果表明:（1）在翻转课堂教学模式下,大学生的英语学习成绩有显著的提高。（2）在翻转课堂教学模式下,学生们普遍认为学习兴趣有所提高,大部分同学可以接受下学期继续该种教学模式。相比之下,翻转课堂教学模式要比传统的教学模式更能有效地提高学生的英语学习成绩。根据实验结果,为了更好地促进大学英语教学改革以及完善翻转课堂教学模式的应用,作者提出了几点可操作性的建议。关于大学英语教学改革:提高改革意识,利用现有资源创造有利的学习环境;转变教师角色;培养学生合作能力和批判性思维;提高学生的自主学习能力。关于翻转课堂教学模式的应用:制订实施翻转课堂教学模式的导学案,制订翻转课堂教学模式下的评估模式。
关键词：翻转课堂;大学英语;高职高专
学科专业：教育硕士（专业学位）
中文摘要
abstract
Chapter 1 Introduction
1.1 Background
1.1.1 The development and problems of English teaching in higher vocational schools
1.1.2 The rise of flipped classroom and the optimization of teaching
1.2 Purpose and significance of the present study
1.2.1 Purpose of the study
1.2.2 Significance of the study
1.3 Overall structure of the thesis
Chapter 2 Literature review
2.1 Brief introduction to the flipped classroom
2.1.1 Definition of the flipped classroom
2.1.2 Components of the flipped classroom
2.1.3 Teaching model of the flipped classroom
2.2 Theoretical basis
2.2.1 Theory of humanism
2.2.2 Constructivism learning theory
2.2.3 Theory of the nearest development zone
2.3 Research review abroad and at home
2.3.1 Relevant research on the flipped classroom abroad
2.3.2 Relevant research on the flipped classroom at home
2.3.3 Relevant research on the flipped classroom in Higher Vocational College
2.3.4 Deficiencies of extant researches at home
Chapter 3 Research design
3.1 Research hypothesis
3.2 Subjects
3.3 Research methods
3.4 Instruments
3.4.1 English Proficiency Test
3.4.2 Questionnaires
3.4.3 Outline of interview
3.5 Experimental process
3.6 Application model in experimental and control class
3.6.1 Teaching process in the flipped classroom
3.6.2 Teaching schedule of the experimental class
3.6.3 Teaching process in the control class
3.7 Data collection and analyzing
Chapter 4 Results and discussion
4.1 Analysis of students' test scores in college English learning
4.1.1.Descriptive statistics of students' test scores in college English learning
4.1.2 Contrastive analysis between EC and CC on students' test score
4.2 Data analysis of the questionnaires
4.2.1 Descriptive statistics between EC and CC
4.2.2 Contrastive analysis between EC and CC
4.3 Qualitative analysis
4.3.1 Teaching form diversity
4.3.2 Students' learning initiative
4.3.3 Promotion of English learning ability
4.3.4 Acceptance of flipped classroom
4.3.5 Recommendations for flipped classroom
4.4 Discussion
Chapter 5 Conclusion
5.1 Major findings
5.2 Research inspiration
5.3 Limitations and suggestions for further teaching
References
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
Acknowledgements