英语论文网

本文是一篇大学英语教学论文，本研究旨在探索基于MOOC平台的大学英语混合教学中学生学习风格与学习效果之间的相关性。

Chapter Ⅰ Introduction

1.1 Background of the Study

1.1.1 Enactment of College English Teaching Guide

Because of its instrumental characteristics, college English has a comprehensiverequirement to students' listening, speaking, reading, writing and translating skills, whichposes a challenge to provide students with abundant resources and classroom interaction.The College English Teaching Guide (hereinafter referred to as the Guide) issued by theMinistry of Education in 2020 emphasized the application of information technology interms of teaching content and means. 'In the age of information and intelligence,multimedia technology, as well as modern information technologies have becomeimportant means of foreign language education and teaching.'the Guide said[1].

The Guide also advocated universities to 'take full advantage of informationtechnology, actively create a pluralistic teaching and learning environment...construct orimplement online open courses, offline courses, blended courses, virtual simulationexperimental courses and other quality courses. The implementation of blended teachingmode can help students move towards the direction of active study, independent study andpersonalized study'; college English teachers are encouraged to 'take full advantage of thenetwork teaching platform to provide students with online and offline independentlearning paths and rich independent learning resources that combine classroom teachingwith modern information technology, so as to encourage students to transform from'passive study' to 'active study''.

1.2 Purpose of the Study

This study aims to explore the correlation between learning styles and learningoutcomes in blended teaching of college English in the post-epidemic era. As for blendedteaching and learning styles, there have been some researches at home and abroad, whichprovide scientific theoretical guidance for this study.

This research boosts several innovation characteristics in the topic selection. First, thetopic selection is based on the 'post-epidemic era' background, focusing on thecorrelation between students' learning styles and learning outcomes under the blendedteaching mode, keeping pace with the times.

Secondly, existing researches from abroad and home on the outcomes of blendedteaching have focused on exterior factors such as platform, resources and teachers as wellas some interior factors of learners. For example, Wang Jingxin, Yuan Shuai, ZhaoGuodong have found that students' motivational beliefs can positively promote learningoutcomes[7]. So whether learning style has an impact on college students' English learningoutcomes has become a problem that should be came into notice. Therefore, the authorcombines learning styles with students' learning outcomes under blended teaching, hopingto explore the influence of students' different learning styles on learning outcomes underblended teaching through blended teaching classrooms in the post-epidemic era, andsummarize effective blended teaching strategies and learning strategies for the futureblended teaching. This research provides a new research idea and implementation path forMOOC-based blended college English teaching research.

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