混合模式下大学英语词汇教学实证探究  

An Empirical Study on College English Vocabulary Teaching under the Blended Model

作　　者：何丽芬[1] HE Li-fen(Foreign Languages and Culture Department,North Sichuan Medical College,Nanchong Sichuan 637100,China)

机构地区：[1]川北医学院外语系,四川南充637100

出　　处：《湖北开放职业学院学报》2024年第21期168-171,174,共5页Journal of Hubei Open Vocational College

基　　金：2022年四川外国语言文学研究中心项目阶段性成果(项目编号:SCWYGJ22-16);2022年川北医学院课程思政教改课题阶段性成果(项目编号:kcsz-046);2021年川北医学院校级教改课题阶段性成果(项目编号:21-31-016)。

摘　　要：混合式词汇教学模式将微课与翻转课堂相结合,顺应了大学英语课程信息化发展要求,满足了英语学习者个性化学习需求。经过为期半年的实证研究表明,混合式词汇教学模式提高了学习者词汇学习兴趣,增强了学习者词汇运用能力。同时,研究也发现较高学习投入能够提高英语词汇学习效果。因此,为了加强混合式词汇教学效果,可以进一步完善混合式词汇教学机制尤其是词汇学习效果监督机制,提升教师信息化素养,增强学习者在词汇学习过程中的认知投入、行为投入、社会投入以及情感投入。The blended vocabulary teaching model,which combines micro-classes with flipped classes,conforms to the requirements of the informationized development of college English curriculum and meets the learners'individualized learning needs.The half-year empirical study shows that the blended vocabulary teaching model has improved learners'interest in vocabulary learning and their ability to use vocabulary;at the same time,the study also finds that higher learning involvement can improve English vocabulary learning.Therefore,in order to strengthen the effects of blended vocabulary teaching,we can further improve the blended vocabulary teaching mechanism,especially the vocabulary teaching monitoring mechanism,improve teachers'information literacy,and enhance the learners'cognitive involvement,behavioral involvement,social involvement and emotional involvement in the process of vocabulary learning.

关 键 词：混合式模式 学习投入 英语词汇教学 

分 类 号：G642[文化科学—高等教育学]