输出驱动假设与翻转的大学英语课堂  

Output-Driven Hypothesis and a Flipped College English Classroom

作　　者：宋雪莹[1] 

机构地区：[1]鲁东大学大学外语教学部

出　　处：《外语艺术教育研究》2015年第3期56-60 77,77,共6页Educational Research on Foreign Languages and Arts

基　　金：鲁东大学校级教改项目“深化应用型人才培养改革背景下大学英语课程教学方式改革研究与实践”(鲁大教字[2014]10006);鲁东大学校级教改项目“教育信息化背景下大学英语课堂教学改革研究与实践”(鲁大教字[2014]10031)

摘　　要：我国大学英语教学历来重输入轻输出,这是其费时低效的重要原因。输出驱动假设为解决这一问题提供了一种新视角。这种假设认为,就教学过程而言,输出比输入对外语学习的内驱力更大。而近年兴起的翻转课堂为输出驱动假设在课堂教学方面的应用提供了一种操作性较强的现实化模型。大学英语教学依据输出驱动假设,借助翻转课堂模式,实现以输出性任务为重心与目标,输入性任务为支持的教学方式改革,从而实现从传统的"先输入后输出"到"以输出任务驱动输入学习"的翻转。The tradition of emphasizing input rather than output in college English teaching is one of the most important reasons why English learning is a time-consuming but low-efficiency work. The output-driven hypothesis provides us a new perspective to solve the problem. In recent years, the emergence of flipped classroom provides a practical operation model for the application of output-driven hypothesis. College English teaching should be conducted according to the output driven hypothesis, and with the aid of the flipped classroom model. We should take output as our goal and emphasis, and input as important support. Our classroom should be flipped from the traditional "input first" to "out-put driven learning".

关 键 词：输出驱动假设 翻转课堂 大学英语教学 

分 类 号：H319[语言文字—英语]