“云班课”混合式学习模式建构研究——以英语语言学为例  

Construction of Blended Learning in Mosoteach Learning Management System--A Case Study of English Linguistics

作　　者：王志宏[1] 张杰 Wang Zhihong;Zhang Jie(School of Foreign Studies,Anhui Xinhua University,Hefei 230088,Anhui)

机构地区：[1]安徽新华学院外国语学院,安徽合肥230088

出　　处：《中国电化教育》2020年第3期100-105,共6页China Educational Technology

基　　金：安徽省省级质量工程项目“精品线下开放课程——英语语言学”(项目编号:2019kfkc156);校级质量工程项目“精品课程—教学方法改革示范课程(翻转课堂)”(项目编号:2018jpkcx07)阶段性研究成果。

摘　　要：混合式学习综合利用线上和线下两种学习模式,让学生经历与传统教学截然不同的学习体验。该文在建构主义理论的指导下,构建了“云班课”混合式学习模式,并将该模式运用于英语语言学课程教学。结果表明,混合式学习相较于传统教学模式学习成效更高;学习经验值与期末考核成绩具有显著的高度正相关关系。由于学习经验值源于学习活动的参与,为了改善混合式学习成效,该文提出教师应围绕教学资源、学习活动、学习监控、形成性评价等方面改善教学策略;学生应在学习行为、学习方式、学习动机、学习反思等方面改善学习策略。Blended learning offers students a different experience from traditional teaching by means of both online and offline learning modes.Under the guidance of Constructivism learning theory,the paper constructs blended learning model in Mosoteach Learning Management System and applies the model to the teaching course of English linguistics.Research results show that blended learning brings better learning effects than traditional teaching model,and correlation analysis proves that engagement score highly correlates with learning performance.Since that engagement score derives from the participation of various learning activities,in order to improve blended learning effects,teachers should adopt some teaching strategies concerning learning resources,learning activities,learning supervision and formative assessment.By contrast,learners should take some learning strategies relating to learning behavior,learning manner,learning motivation and learning reflection,etc.

关 键 词：混合式学习 建构主义 英语语言学 “云班课” 

分 类 号：G434[文化科学—教育学]