發(fā)布時(shí)間：2024-09-17 14:53

　　前蘇聯(lián)著名文藝?yán)碚摷野秃战?Bakhtin,1895-1975)認(rèn)為:語(yǔ)言只存在于對(duì)話交際中,對(duì)話關(guān)系無(wú)所不在,對(duì)話不僅是語(yǔ)言的本質(zhì),也是人類的思想本質(zhì)。英語(yǔ)新課程標(biāo)準(zhǔn)也強(qiáng)調(diào)“語(yǔ)言既是交流的工具,也是思維的工具”。由此我們可以將閱讀教學(xué)視為一種對(duì)話教學(xué),閱讀和理解過(guò)程就應(yīng)該是學(xué)生與文本,學(xué)生與作者,師生之間和生生之間的對(duì)話過(guò)程,學(xué)生通過(guò)新信息的溝通和儲(chǔ)存達(dá)到對(duì)閱讀內(nèi)容真正的理解。而傳統(tǒng)閱讀教學(xué)注重知識(shí)傳授,老師占據(jù)課堂的絕大部分話語(yǔ)權(quán),學(xué)生被動(dòng)接受知識(shí),在閱讀教學(xué)中很難實(shí)現(xiàn)真正的交流。翻轉(zhuǎn)課堂教學(xué)模式為我們解決閱讀教學(xué)中的這個(gè)難題提供了可能性。在翻轉(zhuǎn)課堂模式下,學(xué)生課前通過(guò)教師發(fā)布的學(xué)習(xí)資源自主學(xué)習(xí),發(fā)現(xiàn)問(wèn)題。教師課中協(xié)助學(xué)生解決學(xué)習(xí)中出現(xiàn)的問(wèn)題。課后學(xué)生完成練習(xí),鞏固所學(xué)知識(shí)。這種教學(xué)模式可以將學(xué)生與閱讀材料之間,與老師之間的信息溝充分暴露并及時(shí)填補(bǔ),老師不再是在對(duì)學(xué)生已存信息無(wú)知的情況下灌輸新信息,而是在填補(bǔ)信息溝的過(guò)程中完成閱讀教學(xué)。學(xué)生通過(guò)新信息的溝通和儲(chǔ)存達(dá)到對(duì)閱讀內(nèi)容真正的理解。本文基于對(duì)話理論,探索翻轉(zhuǎn)課堂教學(xué)模式在初中英語(yǔ)閱讀課堂中的教學(xué)實(shí)踐。通過(guò)教學(xué)實(shí)驗(yàn),測(cè)試法,調(diào)查問(wèn)...

【文章頁(yè)數(shù)】：114 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 The Background of the Research
    1.2 The Purpose and Significances of the Research
    1.3 The Structure of the Thesis
Chapter Two Literature Review
    2.1 The Theoretical Foundation: Dialogue Theory
        2.1.1 Dialogue Theory
        2.1.2 The Application of Dialogue Theory in Language Education
    2.2 Flipped Classroom
        2.2.1 Definition of the Flipped Classroom
        2.2.2 Overseas and Domestic Studies on Flipped Classroom
    2.3 The Combination of Dialogue Theory and the Flipped Classroom Model in English Reading Teaching
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Instruments
        3.3.1 Information Platform-QQ
        3.3.2 Tests
        3.3.3 Questionnaires
        3.3.4 Interviews
    3.4 The Construction and Implement of Flipped Classroom in English Reading Teaching
        3.4.1 Teaching Process before Class
        3.4.2 Teaching Process during Class
        3.4.3 The Designing of Activities and Exercises after Class
    3.5 Data Collections and Analysis
Chapter Four Findings and Discussion
    4.1 Findings from Implement of Flipped Classroom in Dafeng junior high school ..
        4.1.1 Findings on the students
        4.1.2 Findings on the Teachers
    4.2 Discussion about the Flipped Classroom in English Teaching
Chapter Five Conclusion
    5.1 Implications of the Research
    5.2 Limitations of the Research
    5.3 Suggestions for Future Research
Bibliography
Appendix
Acknowledgement



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