Empirical Study of Collaborative Flipped Classroom of College Oral English Based on Multiple Intelligence Theory
Based on Dr.Howard Gardners Multiple Intelligence theory,this study surveyed individual multiple-intelligence features of students in WHPU and divided the students into homogeneous multiple intelligence(MI)groups to implement an experiment on the comparison of Collaborative flipped classroom teaching of College Oral English and traditional oral English teaching model.The experiment was conducted by providing students with online micro-lectures instruction and collaborative multiple intelligence tasks before class,and holding a series of discussion,competition and evaluating activities in flipped class as well as contests of English Sound Voice,Dubbing,Microfilms,Workplace performance etc.after class.After a term of empirical teaching research,this study reveals collaborative flipped class teaching based on MI theory improves students oral English grades as well as their learning interests,autonomous learning ability and communicative skills.Another finding is that the multiple intelligence of science–major students has no significant correlation with oral academic grades before the experiment while linguistic,music and interpersonal multiple intelligence have positively correlation with oral academic grades after experiment.The result shows that pedagogical practice based on MI to meet the requirements of the diversification of learners in Oral English learning stimulated students potential intelligence and enhanced learning autonomy,thus improving College English teaching effectiveness.
Multiple-intelligence (MI) College Oral English Collaborative learningflipped-classroom
Zeng Xiangfang
School of Foreign Language,Wuhan Poly-Technique University(WHPU),Wuhan,China
国际会议
2016东北亚语言学文学和教学国际论坛(2016NALLTS)
宁夏银川
英文
178-186
2016-08-02（万方平台首次上网日期，不代表论文的发表时间）