摘 要

在过去的几十年里，有关翻转课堂的研究越来越受到高等教育领域的重视。翻转课堂强调以学生为中心的学习方法，通过让课堂更具互动性使学生能够掌握自己的学习而非被动学习。SPOC嵌入式翻转课堂模式能够提供这样的环境氛围，它为学生提供了更多时间进行主动学习，并将先进技术融入到课堂中以支持混合学习。本文概述了SPOC嵌入式翻转课堂模式的出现及其在大学教育中的应用，并对武汉理工大学采用SPOC嵌入式翻转课堂模式进行为期一年的实验调查结果进行了分析。调查问卷由202名参加过英语写作课程的英语专业学生完成，旨在调查学生对该模式的态度以及他们对这种新教学模式的看法和感受。结果表明，与传统的教学方法相比，大多数学生更喜欢SPOC嵌入式翻转模式，尽管没有能力测试证明其实际效益，但大多数学生认为他们的英语写作能力相比起以前有了明显提高。该论文认为学生可以从SPOC嵌入式翻转课堂模式中受益，因为他们可以面对面参与课堂活动，更具互动性，并能提高学习技能并掌握自己的学习成果，并有助于帮助人们更好理解以学生为中心的学习环境。

关键词：翻转课堂；学生反馈；英语写作；大学英语教育

Abstract

Over the past decades, the research on flipped classroom is given increasing emphasis within the field of Chinese higher education. The importance of student-centered learning approaches is stressed. With such approaches, students are more interactive when engaging in class and can take charge of their own learning rather than passively learning in traditional settings. The SPOC embedded flipped classroom model can provide such an environment, since it gives students more time for active and autonomous learning and integrates a range of computer-assisted technologies into classroom to support a blended learning environment. This thesis provides an overview of relevant literature about the emergence of SPOC embedded flipped classroom model and its application to English as a foreign language (EFL) pedagogy and college education in China, followed by an analysis of the survey results of a one-year experiment adopting the SPOC embedded flipped classroom structure at the Wuhan University of Technology. The questionnaire was completed by 202 English-major undergraduates who have attended the English writing course. It aimed to investigate students’ attitudes as well as their perceived benefits and effects of this new teaching model. The results indicated that the majority of students preferred SPOC embedded flipped classroom model over traditional face-to-face teaching approaches. Although there was no English proficiency test to prove the practical benefits from the new teaching model, a high percentage of the students perceived that their English writing skills had improved significantly than before. The thesis therefore argued that students benefited from the SPOC embedded flipped classroom model, because they could participate in face-to-face classroom sessions more interactively, develop collaborative learning skills, and take charge of their own learning progress. The findings of the present study contribute to a better understanding of technology-enhanced, student-centered learning environments.

Key Words: textbook evaluation; college English majors; British and American literature textbooks

Contents

1 Introduction 1

2 Literature Review 4

2.1 Established studies on flipped classroom 4

2.2 Previous studies on students’ perception of flipped classroom 5

3 Research Methods 8

3.1 Research questions 8

3.2 Participants 8

3.3 Instruments 8