智慧课堂在初中英语听说教学中的应用研究.pdf

重庆师范大学硕士学位论文中文摘要智慧课堂在初中英语听说教学中的应用研究摘 要根据义务教育英语课程标准（2022版）对“语言技能”的要求：学生每天课外 视听活动不少于30分钟，在沟通交流时，能够听取他人和流畅地表达自己的观点。在 初中英语教学中，听说练习较为单一，学生的听说能力得不到提升。智慧课堂作为一种 智能化的教学课堂，以学生为中心，具有规范语音，全方位评测反馈等优点。本研究旨 在探究智慧课堂在初中英语听说教学中的应用及其影响。本研究基于建构主义学习理论，将刘邦奇 2016 教授的三段十步智慧课堂教学模 式改编为智慧课堂英语听说教学模式，包括课前（发放资源、测试、教学设计）、课中（创设情境、探究学习、实时检测、总结提升）和课后（作业布置、在线辅导、反思评 价）三个阶段十个步骤，每个阶段都有对应的教学活动。本研究将该模式与多元智能理 论和畅言智慧课堂相结合进行英语听说教学设计，探讨智慧课堂下的英语听说教学效果,并根据研究结果提出针对英语听说教学的建议。本研究的研究问题为：1 如何应用智慧课堂进行初中英语听说教学？（2 智慧课堂对于学生英语听说态度有何影响？3 智慧课堂对于学生英语听说成绩有何影响？本研究采用实验法，问卷调查法，测试法以及访谈法四种研究方法。选取遂宁市A 中学初一两个班100名学生为研究对象，开展为期3个月的教学实验。实验班采用智慧 课堂进行英语听说教学，对照班采用常规的教学方式进行教学。实验前通过问卷调查和 听说测试了解学生英语听说学习现状。实验后通过问卷了解学生听说学习态度的变化，并结合对4位教师和6名实验班的学生的访谈深入了解智慧课堂对学生英语听说学习态 度的影响；通过听说测试了解学生听说学习成绩的变化。收集整理调查问卷、听说测试 卷和访谈的研究数据后，应用软件SPSS25.0和EXCEL对研究数据进行分析，探讨学生 的英语听说学习态度和英语听说成绩有何变化。研究结果表明：首先，基于智慧课堂的英语听说教学，改善了学生的英语听说学习 态度，学生主动地参与到听说教学中，并积极主动回答问题。其次，提高了学生的英语 听说成绩，学生在听说学习过程中，能够准确提取关键词，很好分析和复述听力文本等。I万方数据重庆师范大学硕士学位论文中文摘要根据研究结论，本研究对教师和学生提出了一些建议，如教师在应用智慧课堂进行听说 教学时，要有序的呈现听说教学材料，及时进行课堂听说学习的检测，同时也要注意智 慧课堂在听说课中的时间分配。学生要合理运用智慧课堂中的错题本，及时复习和巩固 课堂知识。关键词：智慧课堂；初中英语；听说教学万方数据重庆师范大学硕士学位论文ABSTRACTA Study on the Application of Smart Classroom to English Listening and Speaking Teaching in Junior High SchoolABSTRACTAccording to the requirements of English Curriculum Standards for Compulsory Education(2022 Edition)fbr language skills”,students have no less than 30 minutes of extracurricular audio-visual activities every day.When communicating,they can listen to others and express their views smoothly.In junior high school English teaching,listening and speaking exercises are relatively simple,and students9 listening and speaking ability cannot be improved.As an intelligent teaching classroom,the smart classroom is student-centered,with the advantages of standardized voice and comprehensive evaluation feedback.This study aims to explore the application and influence of smart classroom in junior high school English listening and speaking teaching.Based on the constructivism learning theory,this study adapts Professor Liu Bangqis(2016)three-stage ten-step smart classroom teaching model into a smart classroom English listening and speaking teaching model.It includes three stages and ten steps:befbre-class(resource release,quiz,teaching design),in-class(situation creation,inquiring learning,real-time detection,summary)and after-class(homework assignment,online tutoring,reflection).Each stage has corresponding teaching activities.This study combines this model with the theory of multiple intelligences and smart classroom to design English listening and speaking teaching,discusses the effect of English listening and speaking teaching under smart classroom,and puts forward suggestions fbr English listening and speaking teaching according to the research results.The research questions of this study are:(1)How is smart classroom applied to English listening and speaking teaching in junior high school?(2)What are the effects of smart classroom on students9 attitude in English listening andill 万方数据重庆师范大学硕士学位论文ABSTRACTspeaking?(3)What are the effects of smart classroom on students9 performances in English listening and speaking?This study adopts four research methods:experimental method,questionnaire survey method,test method and interview method.100 students from two classes of grade one in Suining A junior high school are selected as the research subjects,and a three-month teaching experiment is carried out.The experimental class uses the smart classroom to teach English listening and speaking,while the control class uses the conventional teaching method.Before the experiment,questionnaire and listening and speaking test are used to understand the current situation of students9 English listening and speaking learning.After the experiment,the questionnaire is used to understand the changes of students9 listening and speaking learning attitude,and the interview with 4 teachers and 6 students in the experimental class is used to understand the influence of smart classroom on students English listening and speaking learning attitude.The changes in students listening and speaking performance are understood through the listening and speaking test.After collecting and sorting out the research data of questionnaires,listening and speaking tests and interviews,SPSS25.0 and EXCEL are used to analyze the research data to explore the changes of students9 English listening and speaking learning attitude and English listening and speaking performances.The research results show that:First of all,English listening and speaking teaching based on smart classroom improves students9 English listening and speaking learning attitude.Students actively participate in listening and speaking teaching and actively answer questions.Secondly,it improves students9 English listening and speaking performances.In the process of listening and speaking learning,students can accurately extract keywords,analyze and retell listening texts well.According to the research conclusions,this study puts forward some suggestions fbr teachers and students.For example,when teachers apply smart classroom to listening and speaking teaching,they should present listening and speaking teaching materials in an orderly manner,detect classroom listening and speaking learning in time,and pay attention to the time allocation of smart classroom in listening and speaking class.Students should reasonably use the errornote in smart classroom,and review and consolidate classroomIV万方数据重庆师范大学硕士学位论文ABSTRACTknowledge in time.Keywords:smart classroom;junior high school English;listening and speaking teachingv万方数据重庆师范大学硕士学位论文CONTENTSCONTENTS摘要.IABSTRACT.IllChapter 1 Introduction.11.1 Research Background.11.2 Research Purposes.21.3 Research Methods.31.4 Significance of the Study.31.4.1 Theoretical Significance.31.4.2 Practical Significance.41.5 Overall Structure of the Thesis.4Chapter 2 Literature Review.62.1 Core Concepts.62.1.1 Smart Education.62.1.2 Smart Classroom.72.2 Research on Smart Classroom.82.2.1 Research on Smart Classroom Abroad.82.2.2 Research on Smart Classroom at Home.102.3 Research on English Listening and Speaking Teaching in Smart Classroom.132.3.1 Research on English Listening and Speaking Teaching in Smart Classroom Abroad.132.3.2 Research on English Listening and Speaking Teaching in Smart Classroom at Home.15Chapter 3 Theoretical Foundation.183.1 Constructivism Learning Theory.183.2 Multiple Intelligences Theory.193.3 Changyan Smart Classroom.203.4 Smart Classroom Listening and Speaking Teaching Model.21Chapter 4 Methodology.234.1 Research Questions.234.2 Research Subjects.234.3 Research Methods.244.3.1 Experimental Method.244.3.2 Questionnaire Survey.24万方数据重庆师范大学硕士学位论文CONTENTS4.3.3 Interview.254.3.4 Test.254.4 Research Processes.264.4.1 Pre-experimental Stage.274.4.2 Experimental Stage.284.4.3 Post-experimental Stage.354.5 Data Collection.35Chapter 5 Results and Discussion.375.1 The Results of the Effects on the Attitude towards English Listening and Speaking.375.1.1 The Results of Questionnaire Surveys.375.1.2 The Results of Interview.425.2 The Results of the Effects on the Performances of English Listening and Speaking.455.3 Discussion.50Chapter 6 Conclusion.516.1 Major Findings.516.2 Implications.526.3 Limitations and Suggestions for Future Research.54References.56Appendix A:Questionnaire on Junior High School Students1 EnglishListening and Speaking Learning Attitude.61Appendix B:Listening and Speaking Pre-test.62Appendix C:Listening and Speaking Post-test.66Appendix D:Interview Outline for Students.70Appendix E:Interview Outline for Teachers.71Appendix F:A Sample Lesson Plan in Experimental Class.72Appendix G:A Sample Lesson Plan in Control Class.80Acknowledgements.85ii万方数据重庆师范大学硕士学位论文Chapter 1 IntroductionChapter 1 IntroductionThis chapter mainly consists of five parts:research background,research purposes,research methods,research significance and thesis structure.1.1 Research BackgroundWith the vigorous development of information technology,the wide application of modem technologies such as network,cloud platform and big data has brought great influence on transportation,medical treatment,education and other aspects.With the support of big data,countries around the world are actively promoting the deep integration of education and information technology.For example,in 2017,the United States has released the latest National Education Technology Plan,which explores the role of technology in student-centered education from five aspects:learning,teaching,evaluation,infrastructure,system and leadership.Since the release of National Educational Technology Plan in 2017,American educational informatization has achieved good results,affirming the support and promotion of technology to education and teaching.In 2010,the Ministry of Education of China issued the Outline of the National Program for Medium and Long Term Educational Reform and Development(2010-2020years)and in 2019,the CPC Central Committee and the State Council issued the China Education Modernization 2035”,both of which have proposed to promote the deep integration of information technology and education.It can be seen from the above policies that the application of modem information technology in teaching is an inevitable trend of the development of the times.Smart classroom pays more attention to students9 participation in the learning process.The smart classroom teaching environment has made obvious changes in students5 learning methods and teachers5 teaching methods.In addition,smart classroom has received the attention of the Ministry of Education in teaching.It emphasizes that students5 information literacy need to be fully cultivated in the current Internet era”.Listening,speaking,reading,writing and viewing are the five skills of English learning,among which listening and speaking are receptive skills and productive skills respectively.According to the requirements of the Compulsory Education Curriculum Standards(2022 Edition)for language skills,students9 after-school audio-visual activities are not less than 30 minutes.Students can selectively record information and key points in the process of listening,and identify changes in the speakers pronunciation and intonation.In the process of communicating with others,they can express their views and attitudes logically.Therefore,it 1万方数据重庆师范大学硕士学位论文Chapter 1 Introductionis the goal of junior high school English listening and speaking teaching to improve students9 English listening and speaking ability and cultivate students5 English subject core competencies.In addition,Compulsory Education Curriculum Standards(2022 Edition)also puts forward the curriculum concept of paying attention to the reform of English curriculum teaching and learning methods under the background of educational informatization,encouraging teachers to make rational use of digital technology and online education platform,and carrying out online and offline integrated teaching,so as to meet the needs of students9 personalized learning and promote the balanced development of compulsory education.In the traditional English listening and speaking teaching,students can only have simple sentence dialogues with their classmates in the classroom and after class students5 homework is also not timely feedback.They can not communicate with others smoothly and only know the fixed sentence patterns,which makes students English learning lack of meaningful practice.In order to avoid similar problems,the current English classroom teaching pays attention to the combination of teaching content and information technology,so that students can obtain more curriculum resources during learning.Practice and review can be carried out in and out of class.The learning contents run through students9 life and classroom learning,thus enhancing students9 interest in learning and helping students to cultivate their individuality.In summary,the combination of information technology and education is the main direction of future education development.Therefore,the application of smart classroom in junior high school English listening and speaking teaching provides a new idea fbr junior high school English listening and speaking teaching.1.2 Research PurposesBased on the content requirements of listening and speaking in the compulsory education English curriculum standard,and the concept of promoting the integration of information technology in English teaching.This study applies the smart classroom to English listening and speaking teaching,and creates a smart classroom listening and speaking teaching model based on constructivism and Liu Bangqis(2016)three-stage ten-step smart classroom teaching model.It still includes three stages and ten steps,each of which has corresponding listening and speaking activities.This model is combined with the theory of multiple intelligences and Changyan smart classroom to design listening and speaking teaching.Before the experiment,the students9 current listening and speaking learning attitudes and performances are understood through questionnaire and listening and speaking test.In the 2万方数据重庆师范大学硕士学位论文Chapter 1 Introductionexperiment,teachers use the smart classroom listening and speaking teaching model to create a real teaching situation,provide rich teaching materials,and practice various teaching activities.The smart classroom is student-centered,so that students can build their own knowledge framework under the guidance of teachers.On this basis,the purpose of this study is to improve students9 learning attitude towards English listening and speaking by applying smart classroom to English listening and speaking teaching.Secondly,through the application of smart classroom in English listening and speaking teaching,students9 English listening and speaking performances can be improved,and they can dare to express their ideas in English.1.3 Research MethodsIn order to study the influence of smart classroom on students9 attitudes and achievements in English listening and speaking,this study adopts experimental method,questionnaire survey method,test method and interview method.The purpose of experimental method is to analyze English listening and speaking teaching in smart classroom.The questionnaire is used to know students9 attitudes towards English listening and speaking.The listening and speaking tests are to examine students9 listening and speaking performances in English listening and speaking.The interviews are as supplements to gain students9 attitude towards English listening and speaking.1.4 Significance of the StudyIn this part,the significance of the study includes theoretical significance and practical significance.In junior high school,teachers attach more importance to cultivating students9 listening and speaking ability and English comprehensive pragmatic ability.The activities in the smart classroom can enhance students interest in learning from different aspects and promote the