中 文 摘 要
国家中长期教育改革和发展规划纲要（2010－2020 年）明确要大力发展职业教育。教师应该充分利用现代信息技术，探索多种培养方式, 激发学生的好奇心，培养学生的兴趣爱好，营造独立思考、自由探索、勇于创新的良好环境。中等职业学校英语教学新大纲立足于目前学生的现状，强调“逐步提高学生在职业和生活场景下的英语应用能力，包括听、说、读、写、语音和语法”。由此可见英语语法学习对于英语的学习有很重要的作用。因此，加强中职英语语法的学习迫在眉睫。
结合中职学生的个体特征和英语语法的特点，本研究引入混合式学习的理念和模式，试图验证以下两个假设： 1、混合式学习有助于提高学生的英语语法成绩；2、学生对现行混合学习模式的实施是满意的。
本研究以职业中学学前教育专业的 73 名学生为研究对象。这些学生来自两个自然班，一班 38 人，二班 35 人，一班为控制班，二班为实验班。在认知学习理论，构建主义学习理论和联通主义学习理论的指导下，研究者在实验班使用了混合式学习模式，在控制班使用演绎法等教学方法。实验前，研究者在实验班和控制照班进行了英语语法成绩的前测,并且在实验班进行了关于英语语法学习兴趣的问卷调查；实验后，研究者在实验班和控制班进行了英语语法成绩的后测，并在实验班进行了两次问卷调查，调查使用混合式学习模式后学生英语语法学习的兴趣和学生对目前实施的混合式学习模式的满意度。所有数据都由研究者本人收集，并用 Excel 和 SPSS25 进行了分析。
在面对面的传统讲授与网络在线学习相结合的混合式学习模式中，学生可以根据自己的英语水平在课前和课后随时地利用网络学习英语语法。通过各种网络平台和 APP，学生们有更多地机会和老师同学们交流和讨论，及时地解决英语语法学习中的问题，更加高效地学习英语语法。在整个教学中，学生成为学习的中心，在轻松愉悦的学习环境中，在老师的帮助和指导下他们可以参加更多地活动，积极大胆地表达自己的想法，和老师同学们交流，再也不是被动地接受知识而是主动积极地学习和提高学习的能力。本研究证明将混合式学习模式用于英语语法教学之后，真正实现了以学生为中心的教学理念，更多的学生提高了他们的语法成绩和使用英语语法的能力。实验证明学生对现行的混合式学习模式的实施是满意的。
本研究可望有助于解决迄今基于混合式学习的中职英语教学实践和研究中存在的问题。论文中提出的模式可提高教学效率，其采用的理论与实证相结合的混合研究方法可提高研究的系统性，因而对中职英语教学实践和研究具有较大的现实价值和理论意义。
关键词 ： 混合式学习，英语语法学习，中等职业学校。
ABSTRACT。
The Guidelines of the National Program for Medium-and Long-Term Educational Reform and Development clearly states that vocational education should be developed with great effort. Teachers should make full use of modern information technology to explore various training methods, stimulate students' curiosity, cultivate students' interests and create a good environment for independent thinking, free exploration and innovation. Based on the current situation of students, the new syllabus of English Teaching in secondary vocational schools emphasizes "students'English application ability should be gradually improved, including listening, speaking, reading, writing, phonetics and grammar". It shows that English grammar learning plays an important role in English learning.Therefore, it is urgent to strengthen the study of English grammar in secondary vocational school.
Based on the individual characteristics of secondary vocational school students and English grammar, this study introduces the concept and mode of blended learning, and attempts to test the following two hypotheses: 1) The application of blended learning is helpful to improve students’performance in English grammar examination；2）Students are satisfied with the implementation of the current blended learning model.
In this study, 73 students majoring in preschool education in the secondary vocational school are taken as the research objects. These students come from two natural classes, 38 in Class One, 35 in Class Two. Class One is the control class and Class Two is the experiment class. Under the guidance of cognitive learning theory, constructivism learning theory and connectionism learning theory, researchers used blended learning model in the experiment class and deductive teaching model in the control class. Before the experiment, the researcher conducted the pre-test in the experiment class and the control class to test students’English grammar scores and did the first questionnaire in the experimentclass to investigate students' interest in learning English grammar; after the experiment, the researcher conducted the post-test of English grammar scores in the experiment class and the control class respectively,and did two more questionnaires in the experiment class to investigate the students' interest in English grammar learning after using the blended learning model and students' satisfaction with the current blended learning model. All data were collected by the researcher herself and analyzed by SPSS 25 and Excel.
In the blended learning model combined face-to-face traditional teaching with online learning, students can learn English grammar on the Internet at any time before and after class according to their English grammar level. Through various network platforms and APPs, students have more opportunities to communicate and discuss with teachers and classmates so that they can solve problems in English grammar learning in time, and learn English grammar more efficiently. In the whole teaching process, students become the center of learning. In a relaxed and pleasant learning environment, with the help and guidance of teachers,they can participate in more activities. In the activities, they can communicate with teachers and classmates and express their ideas actively and boldly. They learn English grammar actively instead of accepting knowledge passively. This study proves that after the application of blended learning model in English grammar teaching, the teaching concept of "student-centered" has been realized. More students improve their grammar scores and ability to use English grammar greatly.The result of the experiment is that the students are satisfied with the implementation of the current blended learning model.
This study is expected to help solve the problems existing in the practice and research of English teaching in secondary vocational schools based on blended learning. The model proposed in the thesis can improve the teaching efficiency, and the research method of theory and empirical research can improve the systematicness of the research, so it has great practical value and theoretical significance for the practice and research of English teaching in secondary vocational schools.
KEY WORDS: Blended learning, English grammar learning, secondary vocational school。
Chapter I Introduction
This part presents a general description of the study. It introduces the background of the study and purpose and significance of the research. The structure of the paper is also roughly described.
1.1 Background of the study。
The Guidelines of the National Program for Medium-and Long-Term Educational Reform and Development clearly states that vocational education should be developed with great effort. Teachers should deepen the reform of education andteaching, innovate the teaching methods and explore various training methods.
Teachers are encouraged to use heuristic, inquiry, discussion and participatory teaching to stimulate students' curiosity, cultivate their interests and create a good environment for independent thinking, free exploration and innovation. Teachers should make full use of modern information technology to promote the sharing of high-quality teaching resources. In order to meet the needs of high-quality workers and skilled talents in economic society, secondary vocational education should focus on the improvement of teaching quality, and update the concept of personnel training.
However, the current situation of English teaching in secondary vocational schools is not optimistic. Students are lack of interest in English learning and learning motivation. They do not have good learning habits and learning methods. The result is that students are tired of learning and teachers are tired of teaching due to inefficient English teaching. Some schools focus on professional courses rather than cultural basic courses. Some schools arbitrarily cut or even cancel English courses, which makes the overall teaching quality of vocational education difficult to be guaranteed.
Therefore, it is urgent to strengthen the construction of vocational English teaching.Based on the current situation of students’English learning in vocational schools,it is clear that the students' English application ability should be gradually improved,including listening, speaking, reading, writing, English phonetics and grammar.
1.1 .1、 The importance of grammar learning。
Diana Larsen-Freeman, a professor of education at the College of English Language and Language in Michigan, USA, first proposed "grammar skills" in 1992.The concept of grammar, she believes, is the fifth ability in addition to listening,speaking, reading and writing. It is well-known that grammar is quite important in writing. But in fact, grammar is also essential in reading, speaking and listening. Only when students understand grammar, they can pause correctly but not stop optionally while reading. And speeches with right grammar can make others know completely instead of misunderstanding. Meanwhile, when students cannot hear the words and sentences clearly, they can guess according to their grammar knowledge. Only in that way, can they know exactly what the speaker is talking about. Thus it is not true that some people say that English grammar is not so important as other items.
Grammatical structure is the indispensable foundation of English. It enables students to acquire a systematic understanding of language so that they can express their ideas in a more accurate way in daily communication; and it is helpful for the students to master advanced usage of English.
1.1.2、 The current situation of English grammar learning in secondary vocational schools。
Grammar learning is very important for learning English well, but current situation about English grammar learning secondary vocational schools is worrying. It is difficult for English teachers and students to deal with English grammar due to the characteristics of English grammar and students’ problems. The following problems are concluded during teaching English for many years and after reading some theses.
Firstly, students in secondary vocational schools have weak English foundation.They have a small English vocabulary, which makes them unable to read English fluently and have a good understanding of sentences and passages. In addition, they have learned almost nothing about English grammar before. They don’t know the basic sentence components clearly and they can not identify them. They are puzzled by clauses. And they are unable to use tenses properly. When English grammar is mentioned, they are quite confused. They are afraid of English grammar. The result is that they do badly in listening, speaking, reading, writing and translating so that their English performance is very poor. This can not meet the economic and social needs of high-quality workers and skilled personnel. Therefore, it is necessary to strengthen students’English grammar learning.
Secondly, some students in secondary vocational schools do not have awareness of learning English grammar. They think that English grammar is boring and difficult to learn. What’s worse, they find it is useless to learn English grammar, so they do not believe that it is necessary to learn English grammar. They do not think English is as important as their specialized courses. On the other hand, with the development of network technology, the traditional teacher-centered English grammar teaching can not meet students' learning needs. Therefore, many students lack interest in learning English grammar.
Thirdly, some secondary vocational school students have poor self-control and learning ability. Because English grammar is boring and difficult to learn, students who are poor at English grammar are unable to focus on them. They have no interest in English grammar learning, so they just learn English grammar passively. They do not find ways to solve the problems but give up learning English grammar due to their poor learning ability. The result is that students’ performance in grammar examinations is poor.
Based on the current situation of English grammar learning of secondary vocational school students, it is urgent to find more interesting learning methods to improve their interest in English grammar learning and performance in grammarexamination.
1.1.3 、The popularity of blended learning。
With the coming of Internet + era, online education has developed and improved in different degrees. Compared with traditional courses, online courses show great vitality because they are not affected by region, space and progress. Although online education has been widely developed, there are still many problems in the development process. Online learning lacks the close connection between students and teachers. Traditional classroom teaching can effectively organize learning and carry out various teaching activities under the guidance of teachers, while online education can enable students to carry out various independent learning activities without the influence of time and region. With the support of information technology,more and more people combine the advantages of the two learning models and mix the two learning models. Blended learning model is used widely in all levels of education.
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1.2 Purpose and significance of the research.
1.2.1 Theoretical significance.
1.2.2 Practical significance.
1.2.3 The purpose of the research
1.3 The organization of the thesis
Chapter II Literature Review
2.1 Related definitions.
2.1.1 The definition of blended learning
2.1.2 The models of blended learning
2.1.3 The definition of grammar teaching
2.2 Theoretical basis.
2.2.1 Cognitivism Learning Theory
2.2.2 Constructivism Learning Theory
2.2.3 Connectivism Learning Theory
2.3 The study of blended learning abroad and at home
2.3.1 Studies on blended learning abroad
2.3.2 Studies on blended learning at home
Chapter III Research Methodology
3.1 Research hypothesis.
3.2 Research subjects.
3.3 Instruments
3.3.1 Questionnaires
3.3.2 Grammar tests.
3.3.3 Interviews
3.4 Research procedure.
3.5 Teaching experiment
3.5.1Teaching procedures in the control class
3.5.2 Teaching procedures in the experiment class
3.6 Data-collection.
Chapter IV Results and Discussion
4.1 The effect of blended learning model on students’ grammar performance in grammar examination.
4.2 Students' satisfaction with the current blended learning model
Chapter V Conclusion.
5.1 Major findings
5.2 Implications.
5.2.1Theoretical implications
5.2.2 Methodological implications
5.2.3 Practical implications.
5.3 Recommendations for future research
Although the study has brought good effect on English grammar learning, there are some limitations. Some recommendations for future research are put forward.First, the samples in the study was limited, which may affect the outcome and thestudy just lasted one term, which is limited to observe the development of students’further. So in future research, researchers should select more samples and last much longer.
Second, in the experiment, there was only some supports of learning platform on line and technology. The research only used QQ, WeChat and Chao Xing software to interact with students. Since students are quite poor at English grammar, some MOOC resources are still complex for students to understand so researchers should try best to build more resources or find some other leaning platforms that are more suitable for the students in secondary vocational schools.
Thirdly, the evaluation system was imperfect so that sometimes students were not active to learn themselves and in groups. Therefore, sometimes it was difficult to reach expected result. It is necessary to build a perfect evaluation system.
Last but not least, both the test papers of pretest and posttest are designed to examine students' mastery of the grammar knowledge of this semester so some testquestions are so easy and not suitable for research. It is necessary to design more effective test paper.
References
