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1、小学英语翻转课堂教学模式的实证研究----小学英语教学论文-->ChapterOneIntroductionAtpresent,becauseoftheinsufficiencyofteachers’practicalteachingabilityandthelimitationoftheteachingcondition,teachingqualityisfarfrommeetingtheneedsofsocialdevelopment.Inthepracticalteaching,teachersalsousetranslatingteach
2、ingmethod.Thiskindofteachingmethodmakesthestudentsperforminthepassiveacceptancestatusandcannotmeetthepsychologicalcharacteristicsandagecharacteristicsofprimaryschoolstudents,sostudentsaretiredoflearningEnglish.Hoent.Therefore,thestudentshavefeent.ProfessorYuShengquanpointsout
3、thatthepromulgationoftheTenYearDevelopmentPlanofEducationInformatizationandthetransformationofeducationaltheoryexplainedthattheideaofeducationaldevelopmentshouldbetransformedfromtheoreticalteachingtopracticalapplication(Yu,2015).Similarly,theNeStandardpointsoutthedirectionfor
4、thereformofEnglishteachingandlearning.Itpaysattentiontocultivatingstudents’interestinlearningEnglishandadvocatingbiningthetechnologyouslearningofthestudents......ChapterTFlippedclassroomisaformofmakingstudentslearnknoeandthehomeates.Intheflippedclassroom,studentse.Inclass,stu
5、dentsconductcooperativelearningates.Theroleoftheteacherintheflippedclassroomisalearningfacilitator,entsandprovidehelpforstudents’need.Amajorbenefitisthatteachersspendmoretimein(Song,2014).Inthiskindofteachingmode,thestudentcanfocusmoreontheinitiativelearningintheclassroom.Mea
6、nsbythemselves.Therefore,thestudent,learningstyleandtheeettheneedsofstudentsandpromotetheirautonomouslearningthroughtheteachingoftheclass.Thestudentcangainmoreintuitivelearningprocessthroughtheflippedclassroomteachingmode(Huang,2013).AccordingtoSong(2014)andHuang(2013),thefli
7、ppedclassroomteachingmodeisdifferentfromthetraditionalclassroomteachingmodeinthatitencouragesthestudentstomaketheirownpaceinlearningknowledgebefo-->reclass.Insteadofteachingknoselves.2.2TheoreticalbasisTheconstructivismlearningtheoryholdstheopinionthatknoeansofmeaningfulconst
8、ruction(He,1997).Theclassroomteachingactivityoftheflippedclassroomis