论文题目：翻转课堂模式下隐性分层教学在非英语专业英语阅读教学中的应用研究
摘要：翻转课堂是一种新型的教学模式。翻转课堂强调学生自主学习,增加了学生学习的选择权和自由度,符合个性化的学习趋势。分层教学是以承认学生间存在差异为基础。分层教学是根据学生现有的知识,现有的能力等将学生划分成不同的层次,从而进行与之相适应的教学。分层教学虽然关注到了每位学生间的个体差异,但它忽略了学生的自尊心和自信心,挫伤了学生的学习兴趣和学习积极性。然而,基于翻转课堂的隐性分层教学模式不仅仅是对传统教学模式的颠覆,教师可以根据学生的学习需求优化教学过程,尊重学生的个体差异,还可以使每位学生获得最大的发展空间,同时也可以充分保护学生的学习兴趣和自尊心不受伤害。本论文主要是研究基于翻转课堂的隐性分层教学模式在大学英语阅读教学中的有效性。本论文主要研究了以下两个问题,第一,基于翻转课堂的隐性分层教学模式对非英语专业学生的英语阅读成绩有怎么样的影响?第二,基于翻转课堂的隐性分层教学模式对非英语专业学生的英语阅读兴趣有怎么样的影响?本次研究持续了三个月。作者选取了西北师范大学非英语专业大一年级两个平行班的学生作为研究对象。这两个班分别是旅游管理专业和工商管理专业。旅游管理专业为实验班,工商管理专业为控制班。两个班均为40个人。使用的研究工具是调查问卷,测试卷。本次实验共分为三个阶段。在第一个阶段,笔者对所有参加此次实验的学生进行了前测,并让这些学生填写了调查问卷;在第二阶段,在实验班和控制班进行教学。实验班采用的是基于翻转课堂的隐性分层教学模式。控制班采用的是翻转课堂教学模式。在第三阶段,笔者对所有学生再次进行了测试。测试结束后,笔者让实验班和控制班的学生再次填写调查问卷。笔者对实验过程中所得的数据进行了收集和整理,并用SPSS数据分析软件对所收集的数据进行详细的分析。通过三个月的研究,以及对收集到的数据进行仔细的统计和分析,笔者主要有以下发现:第一,基于翻转课堂的隐性分层教学模式能提高非英语专业学生的英语阅读成绩。第二,基于翻转课堂的隐性分层教学模式能增加学生的阅读兴趣。通过本次研究获得的启示如下:首先,老师在教学的过程中要注意到不同学生间的差异。第二,老师应该改变传统的教学观念。最后,提高学生的阅读成绩关键在于培养学生的阅读兴趣。学生只有对阅读产生浓厚的兴趣才会积极主动的去阅读。
关键词：翻转课堂;隐性分层;非英语专业;英语阅读教学
学科专业：课程与教学论
ABSTRACT
摘要
Chapter One Introduction
1.1 Background of the Research
1.1.1 The Importance of English Reading
1.1.2 The Necessity of Applying Flipped Classroom in English Reading Teaching
1.1.3 The Necessity of Implementing Implicit Graded Teaching
1.2 Purpose of the Research
1.3 Significance of the Research
Chapter Two Literature Review
2.1 An Overview of Flipped Classroom
2.1.1 Definition of Flipped Classroom
2.1.2 Teaching Models of Flipped Classroom
2.2 Previous Studies on Flipped Classroom
2.2.1 Previous Studies on Flipped Classroom Abroad
2.2.2 Previous Studies on Flipped Classroom at Home
2.3 Previous Studies on the Application of Flipped Classroom in English ReadingTeaching Abroad and at Home
2.3.1 Previous Studies on the Application of Flipped Classroom in English Reading Teaching Abroad
2.3.2 Previous Studies on the Application of Flipped Classroom in English Reading at Home
2.4 Previous Studies on Stratified Teaching Abroad and at Home
2.4.1 Previous Studies on Stratified Teaching Abroad
2.4.2 Previous Studies on Stratified Teaching at Home
2.5 Previous Studies on the Application of Stratified Teaching in English Reading Abroad and atHome
2.5.1 Previous Studies on the Application of Stratified Teaching in English Reading Abroad
2.5.2 Previous Studies on the Application of Stratified Teaching in English Reading at Home
2.6 Summary
Chapter Three Theoretical Framework
3.1 Constructivism Learning Theory
3.2 Theory of Mastery Learning
3.3 Zone of Proximal Development Theory
3.4 Humanistic Theory
Chapter Four Methodology
4.1 Research Questions
4.2 Research Subjects
4.3 Research Instruments
4.3.1 Tests
4.3.2 Questionnaire
4.4 Research Procedures
4.4.1 Time Schedule
4.4.2 The Teaching Procedure of Implicit Graded Teaching in English Reading TeachingBased on the Flipped Classroom Model
4.4.3 A Teaching Sample in the Experiment Class
4.4.4 A Teaching Sample in the Control Class
4.5 Data Collection and Data Analysis
Chapter Five Results and Discussion
5.1 Results of Reading Tests
5.1.1 Results of the Pretest between Control Class and Experimental Class
5.1.2 Results of the Post-test between Control Class and Experimental Class
5.1.3 Results of the Pretest and the Post-test of Experimental Class
5.1.4 Results of the Pretest and the Post-test of Control Class
5.2 Results Analysis of Questionnaire
5.2.1 Results Analysis of Pre-questionnaire
5.2.2 Results Analysis of the Post-questionnaire
Chapter Six Conclusions
6.1 Findings
6.2 Limitations
6.3 Suggestions for Further Study
6.4 Implications
REFERENCES
Appendix Ⅰ:Pretest
Appendix Ⅱ:Post-test
Appendix Ⅲ:Questionnaire
ACKNOWLEDGEMENTS