基于数据驱动学习的大学英语课堂翻转实证研究

An Empirical Study on Flipped Classroom in College English Based on Data-Driven Learning

摘要: 近年来，高校教学改革大力推进现代信息技术与教学的深度融合，提倡以学生为主体的教与学模式创新。本研究以一年级大学生的综合英语课程为对象，探究数据驱动学习(Data-Driven Learning, DDL)与翻转课堂相结合的教学模式在大学英语教学中的应用效果。研究选取两个平行班，共42名学生(实验班21人，对照班21人)，依托当代美国英语语料库(COCA)、网络新闻语料库(NOW)及英国国家语料库(BNC)，实施为期16周的翻转课堂实践。该实践遵循“课前DDL探究–课中师生共建–课后巩固练习–反思反馈”四阶段流程，实验班在每周的词汇与语法教学中采用DDL任务，对照班采用传统讲授式教学。通过每周课后词汇与语法在线测试、课前总结作业、反思日志、量表问卷等多元数据的收集与分析，结果显示实验班学生在16次周测平均得分显著高于对照班，同时自主学习兴趣、成就感以及师生互动频次均显著提升。研究验证了DDL与翻转课堂的融合能够有效激发学生主体性，培养探究式学习能力，实现语言知识的深度掌握，为大学英语混合式教学改革提供了实证依据。

Abstract: In recent years, higher education teaching reform has vigorously promoted the deep integration of modern information technology with teaching, advocating student-centered teaching and learning models. Taking the Comprehensive English course for first-year college students as the research object, this study aims to explore the application of the teaching model that integrates Data-Driven Learning (DDL) with the flipped classroom in college English instruction. Two parallel classes totaling 42 students (21 in the experimental class and 21 in the control class) were selected. Relying on the Corpus of Contemporary American English (COCA), News on the Web (NOW), and the British National Corpus (BNC), a 16-week flipped classroom practice was implemented. The practice followed a four-stage process of “pre-class DDL inquiry - in-class teacher-student co-construction - post-class consolidation exercises - reflection and feedback”. In weekly vocabulary and grammar teaching, the experimental class adopted DDL tasks, while the control class used traditional lecture-practice teaching. Through the collection and analysis of multiple data sources, including weekly post-class vocabulary and grammar online tests, pre-class summary assignments, reflection logs, and questionnaires, the results showed that the experimental class’s average scores across the 16 weekly tests were significantly higher than those of the control class. At the same time, students’ autonomous learning interest, sense of achievement, and teacher-student interaction frequency were all markedly improved. The study verifies that the integration of DDL and the flipped classroom can effectively stimulate students’ subjectivity, cultivate inquiry-based learning ability, and achieve deep mastery of language knowledge, thereby providing empirical evidence for the reform of college English blended teaching.