翻转课堂模式在小学英语教学中的应用研究 [4]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-05-24编辑:lgg点击率:7409
论文字数:38547论文编号:org201705222037298809语种:英语 English地区:中国价格:$ 66
关键词:小学英语教学范文翻转课堂模式英语教学应用
摘要:本文是小学英语教学范文,本研究以建构主义理论、掌握学习理论及合作学习理论等为理论指导,在小学英语课堂中设计一个学生课前通过观看教学视频进行自主学习,师生课堂进行协作学习等活动的并以学生为中心的个性化课堂模型。
p;Sams started to use videos software to record PPT and attach their teaching voice to the software. And then they uploaded the recorded videos to the network so as to make up the missed lessons for the absent students. Shortly after that, they made a more groundbreaking attempt, gradually they took those students who watch the videos and listen to the explanations at home as the foundation. At the same time, in the classroom, the teacher mainly carried out the problems counseling, and only provides helps to those students who have difficulty when doing the experiment. Besides, they actively promoted the use of this model in the primary and secondary education in the United States. With the development and popularity of the Internet, the “Flipped Classroom” gradually became popular in the United States and caused controversy.
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2.2 Theoretical Basis
Mastery learning theory was put forward by Benjamin S. Bloom who is a famous American psychologist, educator, and Professor of Education Department, University of Chicago. It is the product of the education development of the United States in the 50-60’s. Mastery learning theory states that any students can fully grasp all the learning content in the teaching process as long as the students are required to have a variety of learning conditions. Bloom proposes that if teachers impart knowledge in accordance with the rule of teaching, provide students with assistance when they faced with difficulties, and give them enough time to solve the problems, then all students are able to learn well, and most of the students will become very similar in the aspect of their learning ability, learning speed and learning motivation. In consequence, on the basis of summarizing the previous studies and his own educational idea, Bloom puts forward an idea of “mastery and teaching”, and then puts forward the master learning theory. He believes that as long as the students have a variety of conditions, each student can master the contents of the master. Bloom’s mastery learning theory is developed on the basis of Carol’s learning theory. He absorbed the five variables in the learning theory of Carol, and further constructed the model of his mastery learning theory, then put it into his own teaching practice. These five variables include: learning time, learning perseverance, teaching quality, ability to u
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