大学英语混合式金课的构建与实践研究

Construction and Application of a Blended Golden Course Framework of College English

本研究以Bloom教育目标分类学、POA理论和混合式学习理论为基础,尝试构建大学英语混合式金课理论模型,并将其应用于大学英语混合式教学实践,以体现金课的标准,即"教学目标的高阶性,教学内容、教学方式的创新性,教学活动的创新性和挑战度以及教学评价的挑战度"。首先,通过教学实践,探讨如何将线上线下混合式教学模式有机结合;其次,通过设计一系列难度递增的教学任务和活动,呈现如何在课堂实践中有效实现"内容、语言和结构"的促成,展示促成环节所遵循的"渐进性、准确性和多样性"原则,真正意义上实现"学中用、用中学",进而验证该理论模型在教学实践中的有效性,以期改善大学英语教学效果,全面提高教学质量和人才培养质量。

Based on Bloom’s Taxonomy of Educational Objectives, and theories of ProductionO riented Approach and Blended Learning,this study aims to construct the blended course theoretical framework of College English and apply it in the classroom teaching practice,to meet the standard of Golden Course.The online and offline golden course framework of College English consists of the teaching objective,teaching model and teaching procedure.The teaching objectives can be cognitive,psycho-motor and affective.The teaching model is made up of online and offline parts and the teaching process is divided into three phases:motivating,enabling and assessing.Taking the teaching practice of one unit as an example, it displays how to combine the teaching activities online and offline effectively in the college English teaching practice.The whole teaching process covers pre-class tasks, in-class tasks and after-class tasks.The pre-class tasks assigned online are crucial for the fulfillment of the in-class tasks, which can provide the meaningful and short pre-class activities to guarantee student involvement and commitment in the face-to-face lesson(flipped classroom).Firstly, watching the online course video,which includes lead-in activities, cultural background,text analysis,writing strategy and vocabulary and structure.It is a very good way of autonomous learning to summarize some difficult points during the online learning.Secondly,reading assigned texts.The students should read two articles related with the theme of the unit.It is the best way for the students to accumulate some arguments and evidences related to the topic and help them enrich contents of their presentation and writing.The authentic models and samples offered by teachers are pivotal to help them understand language conventions,punctuation,and structural features of the particular kind of texts.Thirdly,some samples are provided for students to carry out some low-order thinking tasks such as identifying different parts of thesis statement,identifying the arguments and evidences,and recognizing the characteristics of argumentative paragraphs.Creating and implementing active-learningbased activities has been one of the biggest challenges since students expect a somewhat passive atmosphere in the classroom.Therefore,the teacher will design some step-by-step activities to provide scaffoldings for students.Through the step-by-step activities(identify,recall,apply,analyze,summarize,evaluate and create),it can present how to realize the enabling of "language,content and structure" effectively,which displays the three enabling process principles "gradual enabling,aligned enabling and varied enabling" to achieve "learning by doing",and "doing by learning".Besides,training them in activities such as reflection and peer-feedback has raised the number of instances in which students use English as the language to communicate.Students could take advantage of this stage not only helping their partners,but also reflecting on improving their own work.Finally,the online and offline golden course theoretical framework of College English can be verified effectively and improves the quality of classroom teaching.