翻转课堂模式下师范类本科院校学生大学外语学习效果性别差异研究

Study on the Influence of Gender Differences among Normal University Students in the Flipped Classroom of Foreign Language Learning

摘要: 传统教学模式和翻转课堂教学模式的优劣势比较一直以来都是教育领域探讨的话题。在传统教学模式中，教师以讲解和解决问题为主体，学生在学习过程中处于被动地位；而翻转课堂教学模式中，学生通过在线视频获取知识，教师通过课前学习情况检查，课堂中对视频中主要内容，尤其是相关概念进行解释，解决学生提出的问题，教师和学生更多的是相互探讨的自由模式。本研究通过翻转课堂教学效果的定量分析，探究师范类大学生在此教学模式下不同性别学生的学习效果有何差异。结果显示，翻转课堂模式对学生成绩有直接影响，特别是对男生大学外语的学习，与同一组女生相比差异更为显著。此外，通过Mann-Whitney U检验，等级标准偏差越低，学生学习大学外语的平均水平越高。翻转课堂小组的学生参加考试的意愿也高于其他学生，因为这些学生对他们获得的知识感到更有信心。

Abstract: The comparison of the advantages and disadvantages of the traditional teaching and the flipped classroom teaching mode has always been a topic of discussion in the field of education. In the traditional teaching, teachers focus on explaining and solving problems, and students are in a passive position in the learning process; while in the flipped classroom teaching, students acquire knowledge through online videos, teachers pass pre-class inspections, and the class is committed to reviewing concepts in the video to explain and solve the problems raised by students, teachers and students are more of a free mode of mutual discussion. Through quantitative analysis of the effect of flipped classroom, this study explores the effect of gender differences in normal university students on flipped classroom teaching. The results show that the flipped classroom teaching has a direct impact on student performance, especially for male students to learn foreign language, and the difference is more significant compared with the same group of girls. In addition, through the Mann-Whitney U test, the lower the standard deviation of the grades, the higher the average level of students learning foreign languages in university. Students in the flipped classroom group were also more likely to take the test than other students as these students felt more confident in the knowledge they had acquired.