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多模态混合式课堂下学术英语听力输出效果研究——以中澳合作办学项目为例 被引量:3

A Study of the Output Effect of Multimodal Blended Learning of Academic Listening:A Case Study of Sino-Australian Cooperation Program
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摘要 近年来课堂模式呈多样化发展,疫情期间及后疫情时代线上线下混合式全英课堂的常态化使得学术英语听力输入呈多渠道、多模态化的特点,但满足学生知识的有效获取和高效输出始终是构建学术听力课堂的核心。本文以中外合作办学项目的专业学科课程为蓝本,通过观察和实证分析,探究构架在学科课程上的多模态混合式课堂(实时视频授课+线下答疑课+blackboard平台)对学术英语听力输出的促进作用:提高学生的工作记忆水平,改善学生的课堂意义构建,以达到逐步加强学生对学术知识的延时记忆能力,最终提升学生学术英语听力的课堂输出质量。 In recent years, teaching mode has gone through diversified developments. With online-and-offline blended learning becoming a norm both during and after COVID-19, the input of academic listening has shown characters of multi-channel and multi-mode. Nevertheless, satisfying students’ needs for efficient output and to effectively obtain knowledge has always been pivot in constructing the class for academic listening. This study is based on the business courses of a Sino-foreign cooperation program, and with in-class observation and empirical analysis, the researchers want to explore the improved output effect of academic listening that is incorporated in multimodal blended-learning academic courses. The result of the study shows that, under this class mode, students’ short-term memory has been strengthened, the in-class sense-making process has been improved, students’ delayed memory regarding academic knowledge has been gradually elevated, and eventually their output performance of academic listening has been enhanced.
作者 陈曦 顾金成 CHEN Xi;GU Jincheng
出处 《外国语文》 北大核心 2022年第2期152-160,共9页 Foreign Languages and Literature
关键词 学术英语听力 多模态混合式 记忆水平 意义构建 学术输出 academic listening multimodal blended learning memory ability sense making academic output
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