期刊文献+

基于交互式微课程链的大学英语教学任务——翻转型教学与移动学习的整合研究 被引量:6

The Integration Study of College English Teaching Task-based & Flipping-classroom Teaching Based on Interactive Micro-course Chains and Mobile Learning
下载PDF
导出
摘要 交互式微课程链是将互动任务嵌入一系列系统连贯、主题清晰的微视频中,并通过微信、QQ等网络工具使任务的完成过程具有交互性。通过交互式微课程链,将任务型教学融入翻转课堂,形成任务-翻转型教学模式,并进一步将这种教学模式延伸至课堂外,使之与移动学习有效结合,从而增强英语课堂教学的社会实践性,充分发挥微课程和翻转课堂的优势,使"随时随地"上英语课成为现实,极大地增强了英语教学的实用性、趣味性和有效性。 Interactive micro- course chain refers to collections of logical and thematic micro- courses inserting a series of interactive tasks,with fulfillment of its interactivity by such web chatting tools as Wechat or QQ. In the research,task- based and flipping- classroom teaching is formed by combining the above two teaching models and further extends outside the classroom by integrating the mobile learning into the new teaching models. As a result,the social practice of college English classroom is enhanced,the advantage of micro- course and flipping classroom is adequately released,the possibility of having English class at any time and place becomes true,and the utility,enjoyment and vitality of English teaching has been greatly improved.
作者 孟小佳
出处 《内蒙古财经大学学报》 2016年第2期100-104,共5页 Journal of Inner Mongolia University of Finance and Economics
基金 2014教育部教育管理信息中心立项课题(EIJYB2015-023) 2014内蒙古财经大学教育教学课题(JX1450)
关键词 交互式 微课程链 任务-翻转教学 移动学习 Interactive micro-course chains task-based and flipping-classroom teaching mobile learning
  • 相关文献

参考文献12

二级参考文献64

  • 1王龙,王娟.麻省理工学院开放课件项目经验评述[J].开放教育研究,2005,11(4):87-91. 被引量:38
  • 2[美]沃尔特·艾萨克森.史蒂夫·乔布斯传[M].北京:中信出版社,2011:340. 被引量:7
  • 3刘道义.新综合英语 教材的特点[J].中小学外语教研通讯,2001,(1). 被引量:1
  • 4Arnold, J. 1999. Affect in Language Learning [ M ]. Cambridge: Cambridge University Press. 被引量:1
  • 5Ehrman, M. & Z. Dornyei. 1998. Interpersonal Dynamics in Second Language Education : The Visible and Invisible Classroom [M]. Thousand Oaks, CA: Sage. 被引量:1
  • 6Feez, S. 1998. Text-based Syllabus Design [M]. Sydney: N-tional Center for English Teaching and Research. 被引量:1
  • 7Lemke, J. L. 1985. Using Language in the Classroom [M].Geelong, Australia: Deakin University Press. 被引量:1
  • 8Long , M. & G. Crookes. 1991. Three approaches to task-based syllabus design [J]. TESOL Quarterly 26: 27-55. 被引量:1
  • 9Naiman, N. &H. H. Stern. 1978. TheG, ood Language Learner [ M ]. Toronto: Ontario Institute for Studies in Education. 被引量:1
  • 10Pica T., R. Kanagy & J. Falodun. 1993. Choosing and using communicative tasks for second language instruction [A]. In G. Crookes & S. Gass (eds.). Tasks and LanguageLearning: Integrating Theory and Practice [C]. Clevedon:Multilingual Matters. 被引量:1

共引文献7439

同被引文献52

引证文献6

二级引证文献22

相关作者

内容加载中请稍等...

相关机构

内容加载中请稍等...

相关主题

内容加载中请稍等...

浏览历史

内容加载中请稍等...
;
使用帮助 返回顶部