摘要
本研究从阐述"生态给养"的定义和理论内涵出发,尝试全方位探讨学习者对"生态给养"的感知、解读和行动。研究在东北某高校的大学英语混合式教学环境下展开,共计1 776名学生参加"生态给养"转化的大规模问卷调查,6名学生参加深度访谈。研究发现,一学期之后学生转化的积极给养呈显著增加态势,语言水平显著提高,且两者之间呈显著正相关关系,而消极给养转化则呈显著下降趋势。这表明混合式教学环境下学生转化的"生态给养"状况优良,有力促进了语言水平提高。研究还通过NVivo 12 Plus对访谈文本进行分析,深入挖掘混合式教学模式的优点和缺点。研究旨在为大学英语教学改革提供参考性建议。
This study started with an explanation of the definition and theoretical connotations of ecological affordance, and attempted to investigate it holistically from three theoretical aspects of learners’ perception, interpretation and action in college English blended teaching environment. A total of 1 776 students from a university in northeast China participated in a large-scale questionnaire survey on ecological affordance actualization, and 6 students participated in in-depth interviews. It was found that both positive affordance actualization and language proficiency increased significantly after one semester, indicating a significant positive correlation between them, while negative affordance actualization showed a significant downward trend. This suggests that the students in the blended teaching environment had an excellent ecological affordance actualization profile, which contributed significantly to their improvement in language proficiency. In addition, interview texts were analysed using NVivo 12 Plus, and the strengths and weaknesses of the blended teaching model were explored. The study is expected to provide suggestions for the reform of college English teaching.
出处
《外语界》
CSSCI
北大核心
2020年第6期79-86,共8页
Foreign Language World
基金
2016年度国家社会科学基金项目“信息技术背景下中国外语学习环境‘生态给养’转化有效性研究”(编号16BYY093)
辽宁省教育厅重点攻关项目“‘社会文化理论’指导的外语学习者在大规模线上学习情境中的能动性研究”(编号2020JYT02)
北京外国语大学高校高精尖学科“外语教育学”建设项目(编号2020SYLZDXM011)
辽宁省经济发展一般项目“服务国家战略,探索新‘国标’指导下的多语言教育研究”(编号2020lslktyb-025)的阶段性成果。
关键词
混合式教学环境
“生态给养”转化
积极给养
消极给养
blended teaching environment
ecological affordance actualization
positive affordance
negative affordance
