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翻转课堂模式下感知教师角色行为与期待教师角色行为对比研究—学生角度

ABSTRACT第2页
摘要第3-9页
Chapter One Introduction第9-11页
    1.1 Research Background第9-10页
    1.2 Research Significance第10-11页
Chapter Two Literature Review第11-18页
    2.1 The Studies of Flipped Teaching Abroad第11-15页
        2.1.1 The Teaching Models of the Flipped Classroom第12-13页
        2.1.2 The Classroom Implementation第13-14页
        2.1.3 The Technology Used in the Flipped Classroom第14页
        2.1.4 The Motivation in the Flipped Classroom第14-15页
    2.2 The Studies of Flipped Teaching at Home第15-18页
        2.2.1 The Models in the Flipped Classroom第15页
        2.2.2 Teaching and Learning Environment of the Flipped Classroom第15-16页
        2.2.3 Students in the Flipped Classroom第16页
        2.2.4 Teachers in the Flipped Classroom第16-18页
Chapter Three Theoretical Foundation第18-22页
    3.1 Constructivism第18-21页
        3.1.1 The Constructivist View of Learning第19页
        3.1.2 The Constructivist View of Students第19-20页
        3.1.3 The Constructivist View of Teachers第20-21页
    3.2 Humanism第21-22页
Chapter Four Construction of a College English Teahcer Role Behavior Scale第22-30页
    4.1 Conceptualization and Operationalization第22-26页
        4.1.1 Participants第22-23页
        4.1.2 Data Collection第23页
        4.1.3 Conceptualization第23-26页
        4.1.4 Operationalization第26页
    4.2 Pilot Test第26-27页
    4.3 Validating the College English Teacher Role Behavior Scale第27-30页
        4.3.1 The Reliability of the College English Teacher Role Scale第27页
        4.3.2 Exploratory Factor Analysis第27-30页
Chapter Five Methodology第30-36页
    5.1 Objectives of the Research第30页
    5.2 Research Design第30-34页
        5.2.1 Instruments第30-32页
        5.2.2 Participants第32-33页
        5.2.3 The Interview Procedure第33页
        5.2.4 The Questionnaire Procedure第33-34页
        5.2.5 The Diary Procedure第34页
    5.3 Data Collection and Data Analysis第34-36页
Chapter Six Results and Discussion第36-54页
    6.1 Results第36-38页
    6.2 Discussion第38-43页
        6.2.1 Discrepancies on Dimension of Autonomous Learning Guidance第38-40页
        6.2.2 Discrepancies on Dimension of Knowledge Delivery第40页
        6.2.3 Discrepancies on Dimension of Teacher-Student Relationship第40-42页
        6.2.4 Discrepancies on Dimension of Online Management第42-43页
    6.3 Reasons of the Discrepancies第43-47页
        6.3.1 The Lack of Students' Real Feedback第43-45页
        6.3.2 Teachers' Burnout第45-46页
        6.3.3 The Lack of Experience of Online Management第46-47页
        6.3.4 The Lack of Team Cooperation第47页
    6.4 Suggestions to Narrow the Discrepancies第47-54页
        6.4.1 Suggestions for Policy Makers第48页
        6.4.2 Suggestions for Teachers第48-50页
        6.4.3 Suggestions for Students第50-52页
        6.4.4 Suggestions for Platform Developers第52-54页
Chapter Seven Conclusion第54-56页
    7.1 Findings第54-55页
    7.2 Limitation of the Study第55页
    7.3 Suggestions for Further Research第55-56页
Bibliography第56-61页
Appendix 1第61-63页
Appendix 2第63-65页
Appendix 3第65-67页
Acknowledgements第67-69页

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