摘要
借助Co I的评估框架,以230名大学一年级学生为样本,观测学习者对外语混合教学中三种核心要素的感知程度,着力探索语言教学环境中认知性行为的动态变化及其影响机制。结果发现,外语学习者对混合学习环境有着较高的感知度。进一步的回归分析则表明:外语混合学习环境能够产生支持高阶学习过程的认知临场;学习者语言认知过程受到了教学和社会临场的共同影响,但这两种影响因素相互独立,并未产生交互性作用;教学临场的影响贯穿了整个认知过程,对语言认知的情境与应用建构影响尤为明显,而社会临场则更多作用于语言认知的抽象理解与建构阶段。据此,对现阶段外语混合学习环境建构提出了建议。
From the perspective of CoI theoretical framework,a survey is conducted on 230 freshmen to delineate their perception of the environment of Blended College English course,with a focus on the dynamics of their cognitive process and the influential mechanism within the language learning context.Result shows language learners have a high perception of the blended learning environment as a whole.Further regression analysis indicates:first,this environment is capable of generating a cognitive presence that supports high-order learning;second,the cognitive presence is positively influenced by both the teaching and social presence but no interaction detected in between,though the two determinants are moderately interrelated;third,in terms of cognitive process,teaching presence has a stronger influence on triggering and resolution phase while cognitive presence exerts more influence on knowledge exploration and integration.Accordingly,suggestions are put forward on the construction of blended learning environment in College English.
作者
闫正坤
Yan Zhengkun(School of Language and Media Anhui University of Finance and Economics,Bengbu Anhui 233030,China)
出处
《北京化工大学学报(社会科学版)》
2018年第1期91-95,30,共6页
Journal of Beijing University of Chemical Technology(Social Sciences Edition)
基金
2015年教育部人文社科青年项目"中国大学生英语口语语体特征多维度研究"(15YJC740107)
2017年度安徽财经大学校级重大教学研究项目"基于翻转课堂的大学英语课程体系优化及试点研究"(acjy201705zd)
2017年安徽财经大学教研项目"基于证据的大学英语翻转课堂教学保障体系研究"(acjyyb2017116)
关键词
混合学习
大学英语
认知临场
教学临场
社会临场
blended learning
College English
cognitive presence
teaching presence
social presence