本文是一篇教学论文，本研究结果表明:第一，大学综合英语课堂中学生的深度学习的情况并不理想。第二，基于超星平台的翻转课堂的应用对学生的深度学习能力中的三个维度均有积极影响。第三，基于超星平台的翻转课堂的应用有利于提高学生的成绩。
Chapter 1 Introduction
1.1 Background of the Study
According to the Ten-Year Development Plan for Education Informatization(2011-2020),“The development of education informatization should be guided bythe innovation of education concept,based on the construction of high-qualityeducation resources and an informative learning environment,and centered on theinnovation of learning mode and education model.”Flipped classroom instructionoffers a fresh approach to the junior high school English curriculum,keeping upwith the trend of education informatization.Flipped learning realizes the naturalfusion of classroom knowledge transfer and mobile learning by fusing traditionalclassroom instruction with mobile learning.Simultaneously with the advancementof mobile technology,smartphones,and tablet PCs are becoming more and morecapable of offering easy access to information,emerging as a significant means ofdisseminating knowledge,and offering technological support for the creation offlipped classroom instruction.The typical classroom teaching method,whichrearranges the time and location of information acquisition,differs from the flippedclassroom method.Prior to class,students watch the instructional video.Duringgroup inquiry and collaborative learning in the classroom,they finish acquiring,internalizing,and building knowledge.The flipped classroom teaching model,which breaks with the traditional teaching paradigm of keeping educationalactivities inside the classroom,is a byproduct of the rise of educationinformationization.
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1.2 The Significance and Purpose of the Study
教学论文怎么写
This study first clarifies the connotation of flipped classroom,deep learning,and other related concepts,and then selects a teaching model suitable for collegeEnglish teaching through literature combing and applies it to college Englishteaching to investigate whether the flipped classroom teaching model based on deeplearning on the Super Star platform is effective in college English teaching activities,i.e.,the effect of the flipped classroom teaching model based on the Super Starplatform on the learners’deep learning and how the learners’deep learning haschanged.The impact of the flipped classroom teaching model based on the SuperStar platform on learners’deep learning and how learners’deep learning haschanged.Whether it can improve the subjects’English performance and promotethe occurrence of deep learning.
Firstly,the flipped classroom based on the Super Star platform subverts thetraditional classroom teaching mode and explores the new mode of education inwhich knowledge is learned before class and internalized in class,which providesideas for English university teachers to carry out the reform of teaching classroomand to explore the new mode of teaching.Secondly,the flipped classroom based onthe Super Star platform,as a product of educational informatization,effectivelyintegrates teaching and modern technology.Finally,this study applies the flippedclassroom teaching mode to the specific teaching process,which provides teachingcases for university English teachers to understand the specific practice of theflipped classroom teaching mode and then carry out the practice of flippedclassroom teaching.
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Chapter 2 Literature Review
2.1 Deep Learning
In the field of education,Marton and Säljö(1976)explicitly introduced thetheory of“deep learning”in an article.These two scholars divided learning into twotypes from the depth of thinking,and these two levels of learning have entirelydifferent goals for knowledge acquisition.Domestic scholars had also madesummaries by referring to Li Jiahou’s(2005)description.Through the analysis ofthe literature on deep learning,it could be found that the realization of this kind oflearning was closely related to students’thinking and participation.
2.1.1 Definition of Deep Learning
With the increasing number of ways for people to acquire knowledge,it wasnecessary to correctly recognize and process knowledge when facing a flood ofinformation.Most scholars at home and abroad explained deep learning based onthe depth of the learning level.Biggs(1979)suggested that the former level of learning was very high and active,while the latter was very low and inactive.Brans-ford,Brown and Cocking(2000)suggested that this kind of learning was thatthe students were clear about what they have learned,can remember the knowledgeforever,and could know how to deal with complex problems when they meet them.Domestic scholars Lai,Kahou,Prof He,Ling(2005)proposed that this kind oflearning was that after individuals digest what they had learned,they could askquestions about what they had learned and relate what they had just learned to whatthey had learned before.Chai Shaoming(2011)believed this learning could only berealized in a natural social environment.Duan Jinju and Yu Shengquan(2013)suggested that this kind of learning requires high student participation andengagement in the classroom.Based on previous scholars’explanations of it,it wassummarised as follows:it was the learning in which individuals could learn activelyand positively under the teacher’s guidance and complete the acquisition,transformation,and application of knowledge in various ways.
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2.2 Flipped Classroom
2.2.1 Definition of the Concept of the Flipped Classroom
At this stage,many scholars have interpreted the connotation of this classroomfrom different perspectives.Since foreign scholars translate it as“Flippedclassroom”,domestic scholars also call it“upside-down classroom”(He Meiping,2013).Salman Khan(2012)proposed that it is a combination of self-study beforeclass and co-learning during class,and Bishop et al.highlighted its informatizationfeature and considered it a kind of learning based on technical support(YangXiaohong and Dang Jianning,2014).
Domestic scholars Zhang et al.(2012)divided the teaching stage of thisclassroom into the dissemination of knowledge before class and the digestion ofknowledge during class,and they regarded this model as a change to the previous teaching stage.
Through the research of previous scholars,it can be found that this classroomis an all-round breakthrough from the previous teaching stages,methods,ideas androles.It emphasizes more on the importance of students themselves and focuses onthe design of activities and teaching objectives before and during the class.Basedon this,the author defines this as a new teaching model that reverses the mainteaching steps and teaching priorities of traditional in-class and after-class teaching,and transforms the traditional roles and teaching concepts of teachers and students.
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Chapter 3 Research Methodology...............................35
3.1 Research Questions..................................35
3.2 Research Design....................................35
Chapter 4 Results and Discussion......................52
4.1 Results and Discussion of the Questionnaire.......................52
4.1.1 Analysis of Students’Deep Learning Level in Pre-questionnaire.....52
4.1.2 Analysis of Students’Deep Learning Level in Post-questionnaire...54
Chapter 5 Conclusion.......................88
5.1 Major Findings....................................88
5.1.1 Features of Deep Learning for Students......................88
5.1.2 Changes in the Dimensions of Learners’Deep Learning..................90
Chapter 4 Results and Discussion
4.1 Results and Discussion of the Questionnaire
In September 2023,after the questionnaire was written,20 copies weredistributed for pilot testing.The 20 subjects were randomly selected first-yearstudents at a university in Shenyang.Table 4.1 shows the reliability test results ofthe entire table and some dimensions of the questionnaire.Total tableα=0.94,eachdimensionα>0.6,indicating that the questionnaire has a high reliability.
英语论文参考
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Chapter 5 Conclusion
5.1 Major Findings
This study has three research questions,including the current status of learners’deep learning,the changes in the components of learners’deep learning,and thecorrelation between learners’deep learning and English achievement.In this part,the main findings of the study are as follows.
5.1.1 Features of Deep Learning for Students
In this study,a pre-test of English deep learning evaluation was conducted on93 students in two classes of the first year of a university in Shenyang.Since thenumber of questions and the types of questions in the pre-test and post-test of thisquestionnaire remain unchanged,the comparison and analysis of the data betweenthe pre-questionnaire and the post-questionnairet help us to find out more intuitivelythe actual problems of the deep learning of college students in English at presentand to understand the situation of college students’deep learning in English.Frontline teachers can purposefully guide students’learning and adjust theirteaching to promote students’deep learning of English.
Analyzing Data related to the interpersonal dimension of deep learning showsthat students’ability to cooperate with others and express themselves orally inEnglish classes still needs to be improved.It is also seen that most studentssometimes work on tasks with peers and teachers and can complete discussion tasksunder the teache’s guidance.
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