杨芳,魏兴,张文霞

• 1:清华大学

摘要(Abstract)：

本文以清华大学开设的《生活英语交流》课程为例,探索并分析了混合教学方式在英语教学中的应用模式及其特点。教学实践表明:线上线下教学的有机融合是实施英语混合式教学的根本保障;形式多样的交流互动是实施英语混合式教学的核心环节;发挥学生的主体作用是实施英语混合式教学的基本原则;提供丰富优质的学习资源是实施英语混合式教学的重要手段。

关键词(KeyWords)： 英语混合式教学;有机融合;交流互动;学生的主体作用;学习资源

Abstract:

Keywords:

基金项目(Foundation): 国家社科重大委托项目“语言大数据挖掘与文化价值发现”(项目编号:14&ZH036)的子课题“语言智能系统教育实证与文化价值发现研究”的阶段性研究成果之一

作者(Author): 杨芳,魏兴,张文霞

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• (1)Nunan(2001)区分了主观与客观学习需求。客观学习需求由语言水平、语言表现等客观因素反映,能直接被教师观察;而主观学习需求则指学生对教学的心理欲求或期望,不易被直接察觉,只能由学习者自述。