自我决定理论视角下翻转课堂外语学习参与度影响因素研究  

A Study on Various Factors on the Degrees of Participation in Flipped Class from the Perspctive of Self-determination Theory

作　　者：吴菲[1] WU Fei

机构地区：[1]上海外国语大学英语学院,上海

出　　处：《语言教育》2023年第3期40-54,共15页Language Education

基　　金：中央高校基本科研业务费(项目编号:2021114012);上海外国语大学高峰学科语言学方向一般建设项目(项目编号:41004525)的阶段性成果。

摘　　要：当前研究使用了翻转教学模式在上海一所理工科高校的大型课堂上测查了自决理论的各要素——自我效能感、自我约束力和社会临场感对学习参与度的影响。被试在半学期翻转学习后完成了一项评估各影响因素的在线调查。研究结果表明,自我约束力显著影响了社会临场感和学习参与度,自我效能感显著影响了社会临场感并间接影响了学习参与度;社会临场感亦显著影响了学习参与度,同时介导了自我效能感与学习参与度以及自我约束力与学习参与度之间的关系。此研究的实际意义在于,自我约束力可考虑作为入读高校大型班级的先决条件;为了实现成功的课堂管理,翻转大班教师应更多关注自我约束力低的学生,如提供教学支架、教程或其他类型的支持。The current study utilized the flipped teaching mode in a large-scale class in a science and engineering university in Shanghai,specifically testing the role of various factors of Selfdetermination Theory,namely self-effectiveness,self-discipline,and sense of presence on student participation.Participants finished a Web-based survey assessing several factors after receiving flipped teaching for half the semester.Results indicated that self-discipline played a significant role in determining the sense of presence and degrees of participation;self-effectiveness significantly influenced the sense of presence and indirectly degrees of involvement;a sense of presence played a significant role in determining degrees of involvement,and in the meantime,worked as a medium both between self-effectiveness and degrees of involvement and between self-discipline and degrees of involvement.The practical implication of the current study lies in that the power of self-discipline could be considered a prerequisite for entering large-scale college classes;to achieve successful class management,large-scale class teachers using flipped teaching should focus more on less disciplined students by providing instructional scaffolds,tutorials and other types of supports.

关 键 词：翻转大班 自决理论 学习参与度 

分 类 号：H319[语言文字—英语]