基于ICLASS平台的“翻转课堂”模式在大学英语写作教学中的可行性研究

Feasibility of Flipped Classroom Model in College English Writing Classrooms via ICLASS Platform

写作是不少非英语专业大学生英语学习的障碍。学生写作中呈现出内容、结构、语言等多方面的问题。传统写作课堂教学模式的有效性受到质疑。基于此本文进行了翻转课堂教学模式的尝试,并通过测试、问卷调查和访谈检验其效果。测试结果表明:进行翻转课堂教学的实验组应用文写作的成绩明显高于传统课堂教学模式下的对照组。问卷调查显示,实验组在写作的自信、态度、兴趣方面也都比对照组学生有明显提高。写作焦虑程度有所下降,而且策略知识的了解方面也优于对照组,但在策略运用方面尚未呈现出显著性差异。另外,从个别访谈可以看出学生对于翻转课堂教学模式持积极态度。因此,教师可以尝试将翻转课堂模式运用于非英语专业大学英语写作的教学实践中。

Writing is a barrier to language acquisition for many non-English major learners. Students ’ writings are problematic in terms of content, structure and language. The effectiveness of traditional writing teaching model is thus questioned and the researcher adopts the flipped classroom model in the experimental group. Com -pared with the controlled group to whom the traditional teaching model is applied, the experimental group＇s scores in applied writings are significantly higher. And it is found through questionnaires that students in the ex-perimental group are more active, careful, and confident in writing, they have a stronger motivation for writing, they are less anxious in writing and they have a better command of writing strategy knowledge than the controlled group although the two groups sho w no significant difference in the use of writing strategies. Individual interviews also reveal that students in the experimental group hold a positive attitude towards the flipped classroom teaching model. The research hereby puts forward the suggestion of applying the flipped classroom model in the writing classes for non-English major students in the hope of improving students, overall writing proficiency.