| This paper is a one-semester action study on the second-year Chinese audio-visual class in the Advanced School of International Cultural Exchange of Shanghai International Studies University,which combines classroom recordings,teacher logs,student dubbing assignments and teacher comments,oral and written tests,staged satisfaction surveys,questionnaires and other methods,gradually adds mobile-side learning software-assisted teaching in the actual teaching.It aims to put forward suggestions for the teaching of Chinese audio-visual lessons.The first chapter of the thesis firstly combs and summarizes the development of Chinese audio-visual course,multimedia classroom and Chinese-language action research at the theoretical and application level,and then combines teacher interviews and classroom observations,according to the research ideas which are "discovery problem-hypothesis analysis-design-implementation-summary" for each round of action research.Through the interviews of teachers and students,we have drawn the goal of the first round of action research questions: to improve the phenomenon of “student less chances of speaking” in the audio-visual class;to improve the evaluation methods of audio-visual classroom teaching.The first round of the study first uses normal teaching steps in the teaching practice.Based on this observation,we summarize the current teaching phenomena and existing problems,add the mobile language learning software to assist the teaching,and quantitatively and qualitatively analyze the effects of the new methods in each round of action research.Combined with the first round of course satisfaction survey questionnaire,we conclude that students are satisfied with the current form of voice work,and the evaluation method of “homework WeChat group feedback” is welcomed,but the problems that the frequency of voice work and the low rate of openness in the classroom are obvious.In the second round of action research,the mobile terminal dubbing learning software was added,and the multimedia assisted mode was used to understand the film and television works.In the middle of the study,the language learning software dubbing and listening training experiment was effective;the pre-class vocabulary questionnaire effectively helped students to prepare and review;the oral test scores were greatly improved.In the third round of action research,we integrate the student formation evaluation in the advanced mobile terminal dubbing learning software assisted teaching.After this round,the “job performance card” and “Chinese video dubbing operation” were affirmed,and the new words questionnaire was actively used,and the film words mastery rate reached 90%.In the fourth round of action research,we aim to construct a topic-discussion cooperative learning classroom.We integrate the mobile micro-course into the audiovisual teaching,and design the five-unit online real-time listening and speaking training task to be put into use.The 15-minute micro-speaking oral training solved the problem of “less chances of speaking in the class”;the topic-discursive class and dubbing competition improved the students' self-confidence;the combination of “audio-visual writing” in the final exam improved the traditional teaching evaluation methods.Finally,in the sixth chapter,we mainly discuss the revelation and reflection in the whole action research. |
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