基于MOOCs的大学英语写作混合教学模式研究

An Empirical Study on Blended Instruction of MOOC-based College English Writing

目的:本研究旨在探索MOOCs与线下教学相结合的混合教学模式在大学英语写作中的应用;方法:选取不同基础层次的101名学生进行为期5周的前期混合教学实践,课程结束后,采用问卷调查和访谈的方式了解参与者对混合教学模式的学习体验和满意度;结果:通过分析参与实践学习者和教师的问卷及访谈结果,可发现参与者对MOOCs及基于MOOCs的混合教学模式持欢迎态度,认为在这种新型的教学模式下,教师可更好地转型为课堂的引导者和协助者,学生也能提高自主学习能力,提高课堂参与度;结论:通过实践可得出结论,基于MOOCs的混合教学模式在大学英语写作中发挥了优势作用,在优化教学资源,提高学生兴趣,促进教师角色及学生角色的有效转变等方面起到了积极促进作用,与传统教学模式相比,其优势明显突出。

Objective: This research aims to investigate the blended instruction of College English Writing, which combines MOOCs and traditional teaching mode. Method: 101 students of different English basic skills are chosen to participate the blended instruction teaching practice. After finishing the course, participants' learning experience and satisfaction degree are examined through surveys and interviews. Result: The surveys indicate that participants hold positive attitudes towards MOOCs and the blended instruction. Blended instruction mode is considered to be helpful for teacher to transform to the guide and supporter of the class, and has beneficial effects to improve students' autonomous learning abilities and classroom participation degrees. Conclusion: It is concluded that blended instruction has positive effects on College English Writing, it can optimize teaching resources, improve students' interests and promote effective transformation of teacher's and student's roles. The advantages of blended instruction are obvious and prominent compared with traditional teaching mode.