翻转课堂词汇教学模型构建及其有效性研究——基于三所高校的教学实践  

Research on the Construction of Flipped Classroom Model for Vocabulary Instruction and Its Effectiveness: Based on Teaching Practice of Three Colleges

作　　者：刘艳[1] 

机构地区：[1]南京师范大学中北学院,江苏南京210046

出　　处：《外语电化教学》2016年第1期43-49,共7页Technology Enhanced Foreign Language Education

基　　金：江苏高校哲学社会科学研究基金项目"江苏省独立学院学生英语水平动态调研以及配套教材建设--以四所学院为例"(项目编号:2014SJD127);2015年江苏省高等教育教改研究立项课题"大学英语教学的有效性反思;实践与提升--基于外语磨蚀理论框架"(项目编号:2015JSJG568)的部分研究成果

摘　　要：本研究依托Moodle平台构建大学英语词汇翻转课堂教学模型,并基于此对初、中、高级英语水平的三组被试进行了为期18周的词汇教学实践,旨在探讨课堂教学模式对不同水平学习者词汇广度和深度知识发展的影响。研究发现:翻转课堂模式下,中、高级水平被试词汇广度和深度知识的习得率均显著高于传统教学模式下同等水平被试;初级水平被试习得率相对于传统模式被试略有提高,但并不显著。由此推断,本文所构建的翻转课堂词汇教学模型和配套教学微视频更适用于中、高水平的学习者。这将引领教育者更多地关注翻转课堂模式下的因材施教。A Moodle-based flipped classroom model was constructed for college English vocabulary, instruction in the present study. Based on the model, 18-week teaching practice was undertaken to investigate how different teaching models influence the development of different-proficiency-level learners＇ vocabulary knowledge. It has indicated that in flipped classroom setting, intermediate and advanced subjects＇ acquisition rate of breadth and depth of vocabulary knowledge is significantly acquisition rate is a little classroom model and the se learners. The findings will higher higher those those under under t of micro videos involved direct more scholars＇ atten traditional vocabulary teaching model, while primary subjects＇ traditional model, but not significantly. It suggests the flipped in the study are more applicable to intermediate and advanced EFL tion into individualized instruction.

关 键 词：翻转课堂 有效性 词汇广度 词汇深度 

分 类 号：H319.3[语言文字—英语]