大学英语翻转课堂与传统课堂教学模式下生态给养转化对比研究  

Actualization of Ecological Affordances:A Comparative Study Between Flipped Classroom and Traditional Classroom Teaching of College English

作　　者：何艳华 秦丽莉[2] HE Yanhua;QIN Lili

机构地区：[1]上海外国语大学英语学院,上海201620 [2]大连外国语大学公共外语教研部,辽宁大连116044

出　　处：《外国语文》2022年第5期131-141,共11页Foreign Languages and Literature

基　　金：国家社会科学基金项目“信息技术背景下中国外语学习环境‘生态给养’转化有效性研究”(16BYY093);辽宁省教育厅重点攻关项目“‘社会文化理论’指导的外语学习者在大规模线上学习情境中的能动性研究”(2020JYT02)的阶段性成果

摘　　要：已有翻转课堂教学效果研究聚焦于语言水平和心理学指标(如动机、自我效能感等),鲜有从生态给养转化过程探讨教学效果。本研究从生态给养理论的感知、解读和行动三要素入手,从积极和消极两个维度分别对翻转课堂教学模式下的实验班(35人)与传统课堂教学模式下的控制班学生(35人)进行问卷调查,并从两班共选取六名焦点学生进行课堂观察、叙事与访谈调查,描述学生一学期内的生态给养转化过程并探讨转化的生态给养对语言水平的影响。研究发现:实验班学生积极给养转化状况和语言水平有显著提高且二者呈正相关关系,即说明该模式下学生转化的积极给养更多,语言水平提高也更多;而控制班的生态给养转化和语言水平无显著变化。但从"生态给养"三要素进一步观察,无论是实验班还是控制班学生在积极感知、解读和行动状况上均无显著差异,虽然实验班在消极解读和行动上有显著下降。这些都说明该教学模式有一定优势,但优势不够突出,有必要进一步开展提高教学质量的实践研究。Studies on the effectiveness of flipped classroom teaching have so far focused mostly on language level and psychological indicators(such as motivation and self-efficacy), while few have explored the ecological affordances actualization process. In this study, the three elements of ecological affordances theory, i.e. perception, interpretation, and action, were used to conduct a questionnaire survey of students in the experimental class(35 students) in the flipped classroom teaching mode and the control class(35 students) in traditional classroom teaching mode, and a total of six focal students from the two classes were selected to conduct classroom observation, narrative and interview surveys to describe students’ ecological affordances actualization process during the semester. The impact of the actualized ecological affordances on language proficiency was also investigated. Results showed that there was a positive correlation between positive affordances actualization and language proficiency in the experimental class, suggesting that students in this mode actualized more positive affordances and improved their language proficiency more, whereas there was no significant change in ecological affordances actualization and language proficiency in the control class. However, in terms of the three elements of ecological affordances, there were no significant differences in positive perceptions, interpretations, and actions in either the experimental or control classes, although there was a significant decrease in negative interpretations and actions in the experimental class. The findings indicate that the teaching mode may have some advantages, but the advantages are not enough, and that further practical research is needed to improve the quality of teaching.

关 键 词：翻转课堂 传统课堂 积极给养 消极给养 生态给养转化 

分 类 号：H319.3[语言文字—英语]