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1、Research on the Correlation Between Cognitive Strategies and Classroom Behaviors of Non-English Major Undergraduates Based on the English Flipped Classroom Model 非英语专业本科生认知策略使用与课堂行为的相关 性研究 基于翻转课堂模式 专业名称：课程与教学论 申 请 人 ：陆秀梅 指导教师：周晓玲（教授 ） 论文答辩委员会 委 5: 非英语专业本科生认知策略使用与课堂行为的相关性研究 基于翻转课堂模式 研究生：陆秀梅 年级： 2013
2、学科专业：课程与教学论 指导老师：周晓玲教授 研究方向：英语教学 摘要 网络的普及与信息技术的迅猛发展，为教育领域带来了新气象：翻转课堂教学 模式。翻转课堂模式依托网络，利用微课， “翻转 ”了课堂内外的教学活动，旨在 探索一种以学习者为中心的教学新模式。在英语教学屮，学习策略的使用能够增强 学习效果，促进有效教学。有关研究表明，学生的良好课堂行为表现对创建更有效 的英语课堂有很大的促进作用。因此，本文专门对参与翻转课堂实验的非英语专业 本科生进行调查研究，调查其认知策略和课堂行为的现状，并对两者的相关性进行 分析，以期为翻转课堂模式下的大学英语教学的有效性提供一些有效的、可操作性 强的建议。
3、 本研究以问卷调查、课堂观察和访谈为研究手段，以广西师范大学非英语专业 一年级中的 101 名学生为研究对象。非英语专业本科生英语课堂行为表现调查问卷 是在 Hayes (1992)的课堂行为表现调查问卷的基础上稍作修改而成。该问卷有七个 维度：口头参与、学习取向、争强好胜、寻求帮助、自我表露、自信和与同学交往。 非英语专业本科生英语认知策略使用调查问卷参考了邵瑞珍 （ 1997)对认知策略的 界定和分类，由本文作者编制而成。该问卷包括四个维度：复述策略、精加工策略、 组织策略和注意策略。本研究关注的三个问题为： （ 1)在翻转课堂模式下，非英语 专业本科生英语课堂行为表现的总体情况如何？ （
4、 2)在翻转课堂模式下，非英语专 业本科生英语认知策略使用的总体情况如何？ （ 3)在翻转课堂模式下，非英语专业 本科生英语课堂行为表现与认知策略使用之间是否存在相关性，如果相关，如何相 关？ 研究结果表明，在翻转课堂模式下： （ 1)非英语专业本科生认知策略使用处于 中等水平，其中学生使用注意策略最多，其次是精加工策略和复述策略，组织策略 的使用最少；（ 2)非英语专业本科生英语课堂行为表现处于中等 水平，； M； 中学习取 向的水平最高，其次是与同学交往、自我表露、寻求帮助、口头参与和自信，争强 好胜的水平最低； （ 3)非英语专业本科生英语认知策略与课堂行为表现呈显著正相 关。 根据研究
5、结果，为了有力度地加强翻转课堂模式下大学英语教学的效果，本文 从大学英语教师、非英语专业本科生以及学校的角度分别提出了几点建议。于教师 : 创造良好的课堂氛围；提高自身信息素养；调整教学风格；更重视形成性评价；培 训学生使用合适的英语认知策略。于学生：培养自主学习能力；培养合作学习能 力。 于学校：投资更新多媒体设备；提供技术支持，包括聘请专门技术人员以及组织教 师的技术培训。 关键词： 非英语专业本科生；翻转课堂；课堂行为；认知策略；相关性 Research on the Correlation Between Cognitive Strategies and Classroom Behav
6、iors of Non-English Major Undergraduates Based on the English Flipped Classroom Model Postgraduate: Lu Xiumei Grade: 2013 Major: Curriculum Flipped classroom; Classroom behaviors; Cognitive strategies; Correlation Abstract in Chinese, Contents Abstract in English . iii List of Tables . viii Chapter
7、1 Introduction . 1 1.1 Reasons for the Present Study . . . . . . . 1 1.1.1 Implications from Previous Researches . . . . 1 1.1.2 Present Situation of the Flipped Classroom Model Based on Micro Lectures“ 2 1.2 Purpose and Significance of the Present Study . 3 1.3 Framework of the Thesis . 4 Chapter 2
8、 Literature Review . 6 2.1 Definition of Micro Lecture . 6 2.2 Definition of the Flipped Classroom . . . 7 2.3 Understanding of Cognitive Strategies . 8 2.3.1 Definition of Cognitive Strategies . . 8 2.3.2 Classifications of Cognitive Strategies . . . 9 2.4 Understanding of Classroom Behaviors . . .
9、 . 10 2.4.1 Definition of Classroom Behaviors . . . 10 2.4.2 Classifications of Classroom Behaviors . . . 11 2.5 Theoretical Foundation of the Present Study . . . . . . 12 2.5.1 Connectivism . 12 2.5.2 Blended Learning Theory . 13 2.6 Brief Reviews of Researches on the Correlation Between Cognitive
10、Strategies and Classroom Behaviors Abroad and at Home. . . . . 14 2.6.1 Relevant Researches on the Correlation Between Cognitive Strategies and Classroom Behaviors Abroad. . 14 2.6.2 Relevant Researches on the Correlation Between Cognitive Strategies and Classroom Behaviors at Home . 15 2.6.3 Summar
11、y of Previous Correlation Researches . 16 Chapter 3 Research Design . . . . . . . 17 3.1 Research Questions . 17 3.2 Subjects . 17 3.3 Instruments . 18 3.3.1 Questionnaires . . . . . 18 3.3.1.1 Structure of Questionnaires . . . . . . . 18 3.3.1.2 Sources and Reliability of the Questionnaires . . . 1
12、9 3.3.2 Classroom Observation and Interview . . . . 20 3.4 Data Collection . . . . . . . . . 20 3.5 Data Analysis . 21 3.5.1 Quantitative Analysis . 21 3.5.2 Qualitative Analysis . 21 Chapter 4 Results and Discussion . . . 23 4.1 Overall Picture of Non-English Major Undergraduates5 Cognitive Strateg
13、ies in the Flipped Classroom Model . 23 4.1.1 Rehearsal Strategies . 24 4.1.2 Concentrative Strategies . 25 4.1.3 Elaborative Strategies . 27 4.1.4 Organizing Strategies . 29 4.1.5 Results of Classroom Observation . 30 4.1.6 Results of Interview . 31 4.2 Overall Picture of Non-English Major Undergra
14、duates5 Classroom Behaviors in the Flipped Classroom Model . 32 4.2.1 Verbal Participation. 33 4.2.2 Learning Orientation . 35 4.2.3 Dominating Others . .36 4.2.4 Support-seeking . 37 4.2.5 Self-disclosure . 39 4.2.6 Self-assurance . .40 4.2.7 Sociability . . . 41 4.2.8 Results of Classroom Observat
15、ion . .42 4.2.9 Results of Interview . 43 4.3 Correlation Between Cognitive Strategies and Classroom Behaviors of Non-English Major Undergraduates . 45 4.3.1 Correlation Between Verbal Participation and Cognitive Strategies. 47 4.3.2 Correlation Between Learning Orientation and Cognitive Strategies
16、. . 48 4.3.3 Correlation Between Self-disclosure and Cognitive Strategies . 48 4.3.4 Correlation Between Support-Seeking and Cognitive Strategies . . . 49 4.3.5 . Correlation Between Dominating Others and Cognitive Strategies . .50 4.3.6 . Correlation Between Self-assurance and Cognitive Strategies
17、. 51 4.3.7 Correlation Between Sociability and Cognitive Strategies . 52 4.4 Discussion . . . 52 Chapter 5 Pedagogical Implications. . . . . 55 5, Implications for College English Teachers. . . . . . .55 5.1.1 Creating a Favorable Classroom Atmosphere . . . . . . . 55 5.L2 Improving Information Lite
18、racy . . . 56 5.1.3 Changing the Teaching Styles . . . 57 5.1.4 Emphasizing More on Formative Evaluation . . . . . 58 5.1.5 Training Students to Use Suitable Cognitive Strategies in Different Situations58 5.2 Implications for Non-English Major Undergraduates. . 59 5.2.1 Developing Autonomous Learnin
19、g Ability . . . . . 59 5.2.2 Developing Collaborative Learning Ability . 60 5.3 Implications for Colleges . . . . . . 60 Chapter 6 Conclusion. . . . . . . . . . . . 62 6.1 Summary of This Study. . . . . . . . . . 62 6.2 Limitations of This Study . 63 6.3 Suggestions for Further Study. . . 63 Appendi
20、ces . 64 Appendix 1 . 64 Appendix 2 . 66 Appendix 3 . 68 Bibliography. . . . . 69 Publications During the Postgraduate Study .73 Acknowledgements Declaration List of Tables Table 2-1 Classifications of Cognitive Strategies . 10 Table 3-1 Alpha Values of the Two Questionnaires . . . 19 Table 4-1 Over
21、all Picture of Cognitive Strategies . . 23 Table 4-2 Results on Rehearsal Strategies . 24 Table 4-3 Results on Concentrative Strategies . 25 Table 4-4 Results on Elaborative Strategies. . 27 Table 4-5 Results on Organizing Strategies . 29 Table 4-6 Overall Picture of Classroom Behaviors . . . 32 Tab
22、le 4-7 Results on Verbal Participation . 33 Table 4-8 Results on Learning Participation . 35 Table 4-9 Results on Dominating Others . 36 Table 4-10 Results on Support-seeking. . 37 Table 4-11 Results on Self-disclosure . 39 Table 4-12 Results on Self-assurance . 40 Table 4-13 Results on Sociability
23、. .41 Table 4-14 Correlation Between Cognitive Strategies and Classroom Behaviors . 46 Table 4-15 Correlation Between Verbal Participation and Cognitive Strategies . .47 Table 4-16 Correlation Between Learning Orientation and Cognitive Strategies . 48 Table 4-17 Correlation Between Self-disclosure a
24、nd Cognitive Strategies . 48 Table 4-18 Correlation Between Support-seeking and Cognitive Strategies. . 49 Table 4-19 Correlation Between Dominating Others and Cognitive Strategies . 50 Table 4-20 Correlation Between Self-assurance and Cognitive Strategies . 51 Table 4-21 Correlation Between Sociability and Cognitive Strategies . 52 vm Chapter 1 Introduction As the Internet develops, nowadays the flipped classroom teaching with micro lectures has become a hot topic. In this new teac