“i+1”理论指导下大学英语阅读翻转课堂教学研究——以某高校西藏生为例  

A Study on the Teaching Model“Flipped Classroom”of College English Reading Guided by the"i+1"Theory——Taking the case of Tibetan students in a Certain University

作　　者：陈娟 CHEN Juan(School of Foreign Languages,Quanzhou Normal University,Quanzhou,Fujian 362000)

机构地区：[1]泉州师范学院外国语学院,福建泉州362000

出　　处：《科教导刊》2024年第6期110-113,共4页The Guide Of Science & Education

基　　金：福建省中青年教师教育科研项目(社科类)(JAS20263)。

摘　　要：西藏生是一个特殊的受教育群体,因独特的教育背景、文化背景和生活环境等导致其具有很强的同质性和民族性。因此,他们在英语阅读方面面临更多问题,如文化背景知识缺乏、自主学习能力较低、阅读能力与阅读动力不足、词汇量和阅读量较小等,这也为大学英语教学带来不少困难与挑战。文章基于Krashen“i+1”理论和ARCS动机模型,将翻转课堂运用于西藏生大学英语阅读教学中,以期在提高西藏生自主学习能力和思辨能力的同时,增强其爱国情怀和时代责任感,同时为其他少数民族英语教学提供借鉴。Tibetan students are a special educated group with unique educational and cultural background,living style and environment which possess strong homogeneity and ethnicity.Therefore,they face more problems in English reading,such as a lack of cultural background knowledge,low autonomous learning ability,short of reading ability and motivation,and limited vocabulary and reading,which also bring many difficulties and challenges to college English teaching.This study put"Flipped Classroom"into English teaching for Tibetan students based on Krashen's"i+1"theory and ARCS motivation model,aiming to further improve their self-learning and critical thinking abilities and enhance their patriotism and sense of responsibility in the new era.Meanwhile,it can provide reference for other ethnic minorities in English teaching and learning.

关 键 词：“i+1”理论 ARCS动机模型 翻转课堂 藏族大学生 大学英语 

分 类 号：G424[文化科学—课程与教学论]