基于三角测量法的生态化混合式大学英语教学模式研究

提高大学英语水平和四、六级过级率一直是民族地区地方本科高校教育教学改革的重要议题之一。本研究从生态给养的理论视角来指导大学英语教学模式的实践,结合混合式学习环境“引导”“管理”和“监督”学生,培养学生自主学习能力,不断产生“感知”“解读”“行动”的积极生态给养循环,从而加大学生的有效学习参与度,提升英语水平。为检验该教学模式的有效性,文章采取三角测量法进行研究,利用准实验研究法和调查研究法对180名非英语专业学生实施了为期半年的教学实验研究以及数据的收集和分析。经实验前、后测试得分的对比数据证实了实验组比对照组学生的英语水平有显著提高;对大学生网络英语自主学习能力状况调查问卷的量性数据处理结果表明,通过教学实验,实验组学生拥有了较强的自主学习能力;另外,从对180名学生访谈的质性研究数据得知,89%学生对该教学模式持支持和肯定的态度,11%学生认为不适应该教学模式。

One of the important teaching reforms of local undergraduate universities in China’s minority areas concerns the improvement of non-English majors’college English proficiency levels in terms of College English Tests Band 4 and Band 6.The present study intends to instruct the practice of college English teaching models in blending learning environments through Affordance theory of ecological perspectives with positive ecological circulations of affordance’s perception,interpretation and action to guide,manage and supervise students so that their autonomous learning skills may be cultivated,their English learning engagement may be increased and their English proficiency levels may be improved.To investigate the effectiveness of this teaching models,this paper adopted Triangulation Methodology with a quasi-experimental method and a survey method to collect and analyze data derived from 180 participants’tests results,questionnaires and interviews through half-year long teaching experimentation.The pretests and post-tests’results indicate that participants in experimental group were significantly improved;the questionnaires’results prove that students’autonomous learning skills were largely enhanced by this teaching models;besides,89%students participated in interviews supported the teaching models,but 11%students thought they were not beneficial to the teaching models.