A double blind peer reviewed online publication with in-print supplement since 2010    ISSN: 1949-260X

JTCLT Abstract

Volume 8 Number 2, 2017
Full issue PDF

Li, J., & Jiang, Z. (2017). Students' Perceptions about a Flipped Online Chinese Language Course. Journal of Technology and Chinese Language Teaching, 8(2), 25-38.

Full paper

Abstract/摘要:

The flipped-classroom model provides students with “a dynamic and interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter” (Flipped Learning Network, 2014). Flipped instruction can be especially beneficial for second-language teaching, since classroom time can be applied to more interactive tasks. However, little research can be found focusing on flipped-classroom instruction in online environments. This paper fills the gap by presenting students’ perceptions about a flipped classroom model adopted in an online Chinese language course offered by an institution associated with an American university. Specifically, the flipped course format is “2+1+2”, referring to two preview assignments, one 50-minute online synchronous session, and two review assignments. Survey results from a total of 31 students enrolled in Chinese Level 1 (beginning level) indicate that students had positive perceptions towards the use of the flipped classroom format in online language class.

翻转课堂的模式为学生们提供了“一个活跃的互动环境,从而使教育者能够引引导学生在某一学科领域对应用所学概念并有创造性地参与到学习中”(翻转学习网络,2014)。因为课堂时间可以被用来完成更多的互动性任务,所以翻转教学法对于二语习得有特殊的帮助。但是,目前对于在网络环境下的翻转课堂教学和模式的研究寥寥无几。本文旨在弥补上述研究的空白,从学生的感知角度来研究由美国一所大学提供的网络中文翻转教学。具体而言,本文中提到的翻转课堂采取“2+1+2”的模式,即两个预习的作业、一堂50分钟的实时网络课和两个复习作业的模式。通过对第一级别31位学生(零基础)的问卷调查,我们发现学生们对于网络中文课程中的翻转模式及教学持有非常积极的态度。

This website is supported by
The TCLT Standing Committee
Department of World Languages, Literatrues, and Cultures, Middle Tennessee State University
Department of Chinese Language and Literature, University of Macau
Page last updated: 2016-12-31