科学信念与翻转课堂的深度融合——大学英语口语教学实践刍议  

Deep Integration of Scientific Belief and Flipping Classroom: On College Oral English Teaching Practice

作　　者：陈婷婷[1] CHEN Tingting(School of Foreign Language Studies,Anhui University,Hefei 230601,China)

机构地区：[1]安徽大学外语学院,合肥230601

出　　处：《成都师范学院学报》2019年第1期41-47,共7页Journal of Chengdu Normal University

基　　金：2018年度安徽省高校优秀青年人才支持计划重点项目(gxyqZD2018002)阶段性成果

摘　　要：翻转课堂教学模式是大学英语教学的重要手段,尤其在大学英语口语课堂教学中,翻转课堂教学效果显著。由于英语口语学习者常常面临语言表达的生疏感和紧张感,使得部分学生在翻转课堂教学中的参与积极性不强。科学信念恰恰形塑了学生在预期学习中具备的信心和勇气,学生自主学习的动机与自我效能也受益于科学信念的理论预设。教师在大学口语翻转课堂教学设计中应该充分考虑学生科学信念的视角和局限性,只有这样才能规避学生参与感的不足,有效提高学生的学习效果。Flipping classroom teaching mode is an important teaching method in college English teaching.Especially in college oral teaching,flipping classroom teaching has a significant effect.Because spoken English learners often face the non-fluency and tension of language expression,some students'enthusiasm in flipping classroom teaching is not strong.Scientific beliefs precisely shape students'confidence and courage in anticipation of learning.The motivation and self-efficacy of students'self-learning also benefit from the theoretical presupposition of scientific beliefs.Teachers should fully consider the perspectives and limitations of students'scientific beliefs in the design of college spoken language flipping classroom teaching.Only in this way can students'confidence in learning be enhanced and students'learning effects can be effectively improved.

关 键 词：大学英语 口语教学 翻转课堂 科学信念 

分 类 号：H319.3[语言文字—英语]