混合式学习视域下的大学英语“线上+线下”课程建构行动研究

An Action Research on the Blended Teaching Model for College English Course

本研究聚焦华东地区某大学的大学英语混合式教学模式,采用行动研究方法,通过问卷调查、课堂观察、学习日志、教学日志与小组访谈等收集数据,探索混合式学习视域下大学英语课程模式的计划、行动、观察和反思。研究发现,大学英语混合式教学是不断发展和完善的动态过程,其实施受到教与学的信念、教学内容的选择与设计、在实践过程中的意义建构以及对教学效果的分析、评价和展望等多重因素的影响。希望本研究对大学英语混合式教学改革及行动研究的应用具有一定启示。

Blended learning is the thoughtful integration of classroom face-to-face learning experiences with online learning experiences.Correspondingly,blended teaching is a transformation of the learning environment for higher education,when there is potential for Internet information and communication technology to support meaningful educational experiences.Although extensive research has been carried out on the college English blended teaching model in China,relatively fewer studies have explored the issue from a"bottom-up"manner.In this regard,it is timely to provide a thick description of how the college English blended teaching model has been implemented in the classroom setting,to tap into the issue,and to conduct an in-depth exploration of the learning and teaching processes in the context of the challenges facing higher education.The current study,based upon an action research method,explores the college English blended teaching model in a university located in East China,namely,H University,featured by a circular research route of planning,acting,observing,and reflecting.A multitude of data collection methods,namely,questionnaire,classroom observation,journal entry,and focus group interview have been applied.An analysis of the data collected suggests that college English blended teaching mode is an ongoing and dynamic process realized by constant development and improvement,the implementation of which has been influenced by the integration of teaching and learning beliefs,the selection and design of the teaching content,the meaning negotiation and construction throughout the practice,as well as the analysis,evaluation,and outlook regarding the teaching and learning effect.This study,based upon the research findings above-mentioned,puts forward thefollowing arguments and suggestions:(1)Language teachers are the agents of blended teaching curriculum reform,who are supposed to identify the distinction between teaching methodologies and methods.Teachers should actively adapt themselves to the teaching reform and adeptly employ various skills and techniques to implement blended teaching;(2)What makes blended learning particularly effective is its ability to facilitate a community of inquiry.Therefore,with teachers.guidance and facilitation,equal attention should be given to empower students and to activate their beliefs and practice,for they are the center and agents of learning;(3)Blended teaching is by no means the mechanical combination of online and offline teaching—not a layering of one on top of the other,instead,it needs careful consideration and constant reflection of the educational goals,structures,and processes;(4)Blended teaching is an ongoing meaning construction process,which makes action research suitable to identify problems and solve problems in the processes of planning,acting,observing and reflecting.This study can offer some implications for foreign language learning,foreign language curriculum reform,foreign language teacher learning,and teacher development,as well as the implementation of action research in the realm of foreign language discipline.Since the data collection only lasts one semester and there are only two classes of students participating in the action research,this study inevitably has its limitations in generalizability.Future studies should consider extending the duration of data collection and enlarging the participating group.