翻转课堂在初中英语语法教学中的应用研究

翻转课堂在初中英语语法教学中的应用研究

来源:www.51fabiao.org作者:lgg发布时间:2018-03-24 14:16
本文是一篇英语硕士论文,英语论文的写作,主要用于参加国际学术研讨会,促进中外学术文化交流;在国际学术刊物上发表,在国际上共享科研成果,英语论文也是达到学术交流的目的。
本文是一篇英语硕士论文,英语论文的写作,主要用于参加国际学术研讨会,促进中外学术文化交流;在国际学术刊物上发表,在国际上共享科研成果,英语论文也是达到学术交流的目的;另外英语论文还包括英语相关专业人员必要地用英语撰写学术报告或毕业论文等等。(以上内容来自百度百科)今天为大家推荐一篇英语硕士论文,供大家参考。
 
Chapter1 Introduction
 
1.1 Background of the Study
In order to make the stage of compulsory English education adapt to the need ofera and current situation, the Ministry of Education issued the English NewCurriculum Standard of Compulsory Education in 2011. The Curriculum Standard hasnew demarcation and requirement for the nature of the course, objective of course andeducational concept, and it requires the junior English education should be based onenhancing the overall quality of students. Besides, teaching resources need to beexplored as much as possible. Teachers need to optimize the assessment and focus onEnglish learning process. Finally, the teaching should achieve five-dimensional goals,namely, language skills, language knowledge, emotion and values, learning strategiesand culture awareness.In English teaching, grammar teaching is an indispensable section, and grammarknowledge is the foundation of language application. The English New CurriculumStandard of Compulsory Education (2011) claims that students should learn how touse grammar knowledge in certain circumstances. At five-level standard of languageknowledge, the following requirements are listed explicitly. Like “knowing basicstructure of common language form”, “understanding and comprehending ideographicfunction of language form”, “understanding and utilizing proper language form todescribe everything”. The purpose of grammar teaching is to help students usegrammar in authentic communication. By using language, students internalize thelanguage rules to achieve an effective communication. In the teaching reform, someteachers have learned to combine grammar teaching with authentic situations andapplications. Grammar teaching has made great progress to some extent. However,there are still some English teachers overemphasize the English grammar teaching.Some English teachers spend lots of time on explaining the grammar rules in details.At the same time, students concentrate on memorizing the grammatical rules, theyhave little time to practice language, let alone using it. And there are also somestudents know plenty of grammar rules, but they can not use the grammar rules tocommunicate with others, because grammar is taught in an isolated way. Obviously,there is a big gap between the requirement of the English New Curriculum Standard of Compulsory Education and the current grammar teaching. So whether the flippedapproach, a new English grammar teaching model, can bring better effects for Englishteaching, which is worth doing academic and practical studies.
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1.2 Purposes and significance of the study
This study is expected to investigate the application and effects of the flippedclassroom model on junior high school English grammar teaching. By questionnaires,interview, classroom observation and test, the researcher will verify the effectivenessand applicability of the flipped classroom on English grammar teaching. Hopefully,this study would theoretically and practically shed light on flipped classroom.Theoretically, the study enriches and promotes the flipped classroom research onEnglish grammar teaching. Few researchers take the flipped model of Englishgrammar into the consideration. Therefore, much room is left for further studies. Andthe study provides theoretical supports for the application of junior English grammar,it accelerates the development of junior English teaching.Practically, the study puts forward suggestions for bettering teaching currentsituation on junior English grammar. The flipped classroom model cultivatesautonomous learning and cooperative learning habits. And this study offers referencefor further studies of the flipped classroom model.
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Chapter 2 Literature Review
 
In 2011, Sahlman Khan introduced the flipped classroom, a new way of teaching.The new teaching method caused the close concern of educators and scholars.Sahlman Khan deems that the flipped classroom. Students watch the teaching videobefore class, and then students interact with the teacher to accept the guidance in class,which makes easier and more efficient for students to learn. Initially, he just wants tohelp his cousin improve mathematics study step by step. When he realizes histeaching videos potentially change the education of the world, the concept of flippedclassroom gradually clear up.
 
2.1 The Definition of the Flipped Classroom Teaching
Towards the flipped classroom, different people provide a wide array ofdescriptions and definitions. Flipped classroom is also called reversed classroom orinverted classroom.In 2010, Ronchetti points out the flipped classroom completely alters traditionalclassrom teaching’s orders. Students learn materials out of teacher’s control by usingthe flipped model. Some teaching materials are provided by the teachers before class.In 2012, Bergmann and Sams give the following definition: the flipped classroomis an instructional methodology that means to reverse the traditional order of events inmainstream educational teaching delivery. Traditionally, instructional content isprepared for the classroom, homework need to be finished outside of the classroom.The flipped classroom flips this strategy. The instructional content is delivered by therecorded lectures and videos, and the completion of homework is arranged during theclassroom time.In The Chronicle of Higher Education, Berrett points out ‘flipped’ means theinversion of traditional lecture. Through using the computer technology and theInternet, the information-transmission component of a traditional lecture is moved outof class time. It is replaced by a range of interactive activities. These activities aredesigned to entice active learning.
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2.2 Previous Studies on the Flipped Classroom Abroad and Home
In the article of Research on Teaching Design and Application of FlippedClassroom Mode, Wang zhenhui points out: The thought of flipped classroomappeared in the early 19thcentury. At first, the West Point of the United State MilitaryAcademy built a series of teaching methods. Students learn before class through usinglearning sources provided by their teachers. While at classroom, time was utilized forgroup cooperation to solve problems together. This teaching method reflected thebasic concept of the flipped classroom.In 1991, Eric Mazur, the professor at Harward University, did the earliest work andfound computer-aided teaching can help him. Mazur allows students to control thepace and content of their learning by using text files. This is the origin of the flippedclassroom.The article of The Classroom Flip: Using Web Course Management Tools toBecome the Guide by the Side was published by Baker in 2000. ‘Become the Guide bythe Side’ becomes the tune of the flipped classroom. Besides, Baker underlines whatis done inside and what is done outside the classroom. He allows teachers to use theircomputers to manage students’ homework progress. In class, students work togetheron the content and teachers have more time to communicate with students. Thisfocuses on space and time of tasks, rather than focusing on increasing engagement,autonomy or students centeredness.In 2007, Staryer illustrates many instances on where the flipped classroom is used.At the same time, strayer views the flipped classroom “better suited for certainclassrooms and courses than others” .As technology moved forward, more and more online and video resources becomeutilized. At first, Salman Khan helps his cousin solve math problems by videos, hejust wants to provide the most acceptable method, which works positively, and makesthis model popular. Then other friends also need his help, he uploads videos aboutcoaching materials on You Tube. In 2009, many students start to use his video to learn.Later, he founds Khan Research Institution, which features an extensive online libraryof over 4000 videos on a range of topics that students can study, free of charge at theirown pace. The establishment of Khan Research Insitution promotes rapiddevelopment of the flipped classroom.
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Chapter 3 Theoretical Basis ......... 14
3.1 Cooperative Learning......... 14
3.2 Constructivist Learning Theory .... 14
3.3 Affective Filter Hypothesis ........... 15
Chapter4 Research Methodology............ 17
4.1 Research Questions............ 17
4.2 Subjects ........ 17
4.3Instruments.... 18
4.3.1 Questionnaires.......... 18
4.3.2 Interview ....... 19
4.3.3 Classroom Observation....... 19
4.3.4 Test paper ...... 20
4.4 A Model of the Flipped Classroom Instruction.............. 20
4.5 Procedures.... 23
Chapter 5 Results and Discussion........... 30
5.1 Analysis of Test....... 30
5.2 Analysis of Questionnaires ........... 35
5.3 Analysis of Interview ......... 44
5.4 Analysis of Classroom Observation......... 45
 
Chapter 5 Results and Discussion
 
The `methodology and experimental design are described at previous chapter, thischapter mainly focuses on the results of data collection and discussion. The result oftest, questionnaires, interview and observation will be presented by tables andcomments.
 
5.1 Analysis of Test
To verify whether the flipped classroom is an effective method of improvingstudents’ English grammar academic performance, the author designs pre-test andpost-test before and after the experiment for both experimental group and controlledgroup in advance to compare the students’ achievements. The data collection ofpre-test and post-test is analyzed through the Statistical Package for the SocialSciences (SPSS 20.0).Table 5.1 analyses Experimental group’s pre-test and Controlled group’s pre-test inthe first round experiment. It shows that the mean values of Experimental group (Egroup) (Mean=70.33) and Controlled group (C group) (Mean=70.76) are nearly thesame. And it states t=0.350, p=0.727>0.05, which indicates the two groups have nosignificant difference at the beginning of the experiment.After adopting the flipped classroom model to learn unit 1 and unit 2 in theExperimental Group, while the Controlled Group still adopts the traditional method tolearn English grammar, the post-test in the first round experiment are conductedamong all the subjects. The test papers are strictly designed and the test papers areexamined by Ms Pan, a qualified junior high school teacher. The following tableintroduces the detail information of Experimental group and Controlled group’spost-test in the first round experiment.
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Conclusion
 
This chapter sums up the main findings of the flipped classroom English teachingmodel, and the author will discuss the limitations of the research and put forward therecommendations for advanced research. The author will illustrate respectively theaspects as follows.The study is carried out to investigate the application of the flipped classroom injunior high school English grammar teaching and the problems that appear in theflipped classroom. Based on the analysis of test, the questionnaires, the interview andthe classroom observation, the major findings can be listed as follows:
(1) It is found that students’ academic performance is inconspicuous in the shortterm. However, students’ academic performance has significant improvement afterlong term’s application.
(2) The flipped classroom improves students’ learning interests. Most studentsconsider the flipped classroom model is more interesting with advanced teaching tools,interesting teaching materials and various classroom activities. And the flippedclassroom model relieves the boring atmosphere in the classroom compared with thetraditional classroom. During conducting four-month experiment, students in theexperimental group watch the micro videos and settle the grammar problems theyencountered through initiative studying the leaning materials. At the same time,students take the initiative to explore and cooperate within group, experience theself-learning process of concluding the English grammar knowledge. Besides,students realize the pleasure of learning English grammar and enjoy the joy of success.In the classroom, students are no longer the passive receiver, they actively explorenew English grammar knowledge. Students’ enthusiasm and initiative on studyingbecome more and more high, and the students’ ability to learn English grammar hasalso been greatly improved. The learning guide, micro videos and relevant tests makestudents grasp English grammar according to their own actual situation. Thequestionnaire, interview and some relevant data prove that the flipped classroommodel fully mobilizes the enthusiasm and initiative of students to learn Englishgrammar, and strengthen students’ confidence for learning English grammar.
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References (abbreviated)