摘要
为研究SPOC常态化背景下的学习效果及学习者对教学的评价,本文对自评的学习行为、客观在线学习行为与听力成绩的关联进行分析。研究发现,学习者对基于SPOC的混合式教学持积极态度和较高评价;基于学习者自评的在线学习行为与听力成绩没有相关性。探究其原因后显示,教师在设计OER时,应考虑梯度性、创新性、挑战度,尽量满足不同水平的学习者的需求,且客观的在线学习行为对听力成绩有预测性。本研究结果可为相关外语课程的教学设计与研究提供参考。
In order to study the learning effect and learners’evaluation of teaching based on the SPOC normalization,this article analyzes the correlation among self-evaluated learning behavior,objective online learning behavior and listening performance.It’s found out that learners have a positive attitude and high evaluation of SPOC-based blended teaching.It is suggested that there is no correlation between learners’online learning behaviors based on learners’self-evaluation and their listening performance.After exploring the reasons,teachers are reminded that when designing OER,they should consider gradients,innovations,and challenges to ensure that they can meet the needs of learners at different levels.Moreover,objective online learning behavior is predictive of listening performance.The results of this study can provide references for the teaching design and research of related fo-reign language courses.
作者
韩兰灵
时春慧
Han Lan-ling;Shi Chun-hui(Foreign Language Education Center,Dalian University of Technology,Dalian 116620,China)
出处
《外语学刊》
CSSCI
北大核心
2021年第5期104-109,共6页
Foreign Language Research
基金
国家社科基金项目“面向言语分析的日语多模态语料库建设及其应用研究”(17BYY192)
大连理工大学教学改革重点项目“基于《日语听说》混合式教学的二线三步四维学习支持服务模式的构建与应用”(ZD2020017)的阶段性成果。
关键词
SPOC
混合式教学
日语听说
学习效果
学习行为
在线课程
SPOC
blended teaching
Japanese language listening and speaking
learning effect
learning behavior
online courses
