基于雨课堂的任务导向式化学专业英语教学模式探索与实践

doi:10.3866/PKU.DXHX201906045

Abstract

Abstract:

In response to the problems existing in the traditional English for chemistry teaching, a new mode is proposed merging task-based method with rain classroom. The characteristics of the integration of task orientation with rain classroom are analyzed and the teaching procedure, methods and effects in the course are described. Questionnaire survey and qualitative comparison are used to examine the effect of this teaching mode. The results show that the teaching mode can significantly improve the classroom atmosphere, teacher-student interaction and student participation; the integration of rain classroom can significantly improve the effect of task-based teaching; rain classroom can improve the daily teaching management to a certain extent; and the teaching mode can improve students' interest as well as academic performance.

Key words: Rain classroom, Task-based, Teaching mode, Specialized English for chemistry

MSC2000:

G642

Dahong Jiang,Xiaoqing Yao,Yanxian Huang,Duoduo Xiao. Study and Practice on Teaching Mode of Specialized English for Chemistry Merging Task-Based Method with Rain Classroom[J].University Chemistry, 2020, 35(2): 21-26.

Figures/Tables 2

设置的问题	选项及学生回答某选项的百分比
1.你认为本课程的内容	A太难 5.5%	B较难 41.8%	C难度适中 50.9%	D简单 1.8%
2.你认为课前布置任务对预习	A帮助很大 29.1%	B帮助较大 58.2%	C帮助一般 10.9%	D影响预习 1.8%
3.你怎么看通过雨课堂完成学习任务	A非常有帮助 27.3%	B帮助较好 54.5%	C无显效 18.2%	D阻碍任务 0%
4.你认为传统课堂教学的问题是(多选)	A教师一言堂 43.6%	B枯燥乏味 65.5%	C没机会展示自己 14.5%	D迟到旷课较多 29.1%	E睡觉玩手机较多 32.7%
5.你认为课堂穿插雨课堂练习	A很好 52.7%	B较好 40.0%	C一般 5.5%	D不好 1.8%
6.你认为通过雨课堂布置与完成作业	A效率高 38.2%	B比手写效果好 25.5%	C与传统作业没差别 16.4%	D不如传统作业 20.0%
7.相对于教师批改作业方式，你更喜欢	A雨课堂方式 49.1%	B教师全批改 10.9%	C教师选批改 23.6%	D无所谓 16.4%
8.采用雨课堂考核平时成绩	A很喜欢 16.4%	B较喜欢 43.6%	C一般 29.1%	D不喜欢 10.9%
9.你认为本课程采用雨课堂教学总体上课堂气氛	A显著活跃 14.5%	B较大活跃 43.6%	C有所活跃 30.9%	D没有影响 9.1%	E下降 1.8%
10.你认为本课程采用雨课堂教学总体上学生参与	A显著变好 18.2%	B较大变好 34.5%	C有所变好 38.2%	D没有变化 9.1%	E下降 0%
11.你认为本课程采用雨课堂教学总体上师生互动	A显著提高 20.0%	B较大提高 40.0%	C有所提高 32.7%	D没有提高 5.5%	E下降 1.8%
12.本课程新教学模式哪方面你觉得收获最大？	A化学反应的理解 21.8%	B专业词汇的掌握 27.3%	C英文应用水平 23.6%	D化学理论的理解 14.5%	E其他 12.7%
13.本课程新教学模式对你解决问题能力(多选)	A能够独立解决学习问题 20%	B掌握了解决问题的技巧 36.4%	C较大长进 50.9%	D长进不大 18.2%	E没有长进 1.8%

组别	共用预习材料	分组子任务
A	隐去课堂习题的课件PPT 教师录音材料： 1)英文表示数字的希腊词头解释与读音； 2) IUPAC命名原则	用英文列表总结二元化合物、酸、盐命名通则
B		团队协作翻译离子化合物的命名部分
C		1)朗读课后专业词汇； 2)举例说明词头per-, hypo-，词尾-ite, -ate, -ide，以及-ic, -ous在命名中的差别

1	和媛; 张桢; 谢钢. 大学化学, 2018, 33 (11), 92.
2	吴金风; 张丽; 马恒昌; 杨云霞. 化学教育, 2016, 37 (4), 5. doi: 10.13884/j.1003-3807hxjy.2015030081
3	缪素琴; 单永奎; 杨平; 杨帆. 化学教育, 2015, 36 (8), 20.
4	冯欣; 李园园. 西部素质教育, 2018, 5 (10), 153.
5	许天旱; 王党会; 姚婷珍; 肖美霞. 高教学刊, 2017, (10), 2.
6	徐盛夏. 教育现代化, 2016, (35), 191.
7	王致华. 中国成人教育, 2007, (12), 166.
8	田含笑. 创新教育, 2014, (7), 176.

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Study and Practice on Teaching Mode of Specialized English for Chemistry Merging Task-Based Method with Rain Classroom

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