基于慕课理念的大学英语翻转课堂影响因素研究  

An Analysis of Contributing Factors of College English Flipped Classroom with MOOC Philosophy

作　　者：戴朝晖[1] 陈坚林[2] 

机构地区：[1]上海大学外语学院,上海市200444 [2]上海外国语大学中国外语战略研究中心,上海市200083

出　　处：《外语电化教学》2016年第6期35-41,共7页Technology Enhanced Foreign Language Education

基　　金：国家语委“十二五”科研规划2014年度重大项目“语言教育规划研究”(项目编号:ZDA125-21)阶段性研究成果

摘　　要：本研究采用问卷调查及访谈的方式,探索了基于慕课理念的大学英语翻转课堂影响因素及其关系作用,进而提出了基于慕课理念的大学英语翻转课堂多元化的途径和方式,旨在更好地促进慕课理念与大学英语翻转课堂的深度融合。This study surveyed College English Flipped Classroom with MOOC Philosophy in an effort to explore the contributing factors and their relations by means of questionnaires and interviews. The study found that there are eight contributing factors, among which, as far as SEM model is concerned, the motivation factor exerts positive effects on other contributing factors, namely autonomous learning, learning resources and environment and teachers＇ role, but renders little effect on two other contributing factors, i.e. cooperative learning, as well as interaction and evaluation. Autonomous learning is a key middle variance, and the lack of students＇ self-motivation hinders their adaption to College English Flipped Classroom and their initiatives in autonomous learning. This study then put forward the diversified ways and methods for the effective learning and teaching practice to promote the cohesion of MOOC Philosophy and College English Flipped Classroom.

关 键 词：慕课 大学英语 翻转课堂 影响因素 

分 类 号：H319.3[语言文字—英语]