Du Minghui, Qian Yiqun
School of Foreign Language Education, Nanjing University of Chinese Medicine, Nanjing, China.
School of Foreign Languages, Changzhou University, Changzhou, China.
Front Psychol. 2022 Jan 7;12:755043. doi: 10.3389/fpsyg.2021.755043. eCollection 2021.
The study aims to explore the roles of Massive Open Online Courses (MOOCs) based on deep learning in college students' English grammar teaching. The data are collected using a survey. After the experimental data are analyzed, it is found that students have a low sense of happiness and satisfaction and are unwilling to practice oral English and learn language points in English learning. They think that college English learning only meets the needs of CET-4 and CET-6 and does not take it as the ultimate learning goal. After the necessity and problems in English grammar teaching are discussed, the advantages of flipped classrooms of MOOCs are discussed in English grammar teaching. A teaching platform is constructed to study the foreign language teaching mode under MOOCs, and classroom teaching is combined with the advantages of MOOCs following the principle of "teaching students according to their personalities" to improve the listening, speaking, reading, writing, and translation skills of foreign language majors. The results show that high-quality online teaching resources and the deep learning-based teaching environment can provide a variety of interactive tools, by which students can communicate with their peers and teachers online. Sharing open online communication, classroom discussion, and situational simulation can enhance teachers' deep learning ability, like the ability to communication and transfer thoughts. Constructivism with interaction as the core can help students grasp new knowledge easily. Extensive communication and interaction are important ways for learning and thinking. The new model provides students with profound learning experience, expands the teaching resources of MOOCs around the world, and maximizes the interaction between online and offline teachers and students, making knowledge widely rooted in the campus and realizing the combination of online resources and campus classroom teaching. Students can learn the knowledge through autonomous learning and discussion before class, which greatly broadens the learning time and space. In the classroom and after class, the internalization and sublimation of knowledge are completed through group cooperation, inquiry learning, scenario simulation, display, and evaluation, promoting students to know about new knowledge and highlighting the dominant position of students.
本研究旨在探讨基于深度学习的大规模在线开放课程（MOOCs）在大学生英语语法教学中的作用。通过问卷调查收集数据。对实验数据进行分析后发现，学生在英语学习中幸福感和满意度较低，不愿意练习英语口语和学习语言点。他们认为大学英语学习仅满足了大学英语四级和六级考试的需求，并未将其作为最终学习目标。在讨论了英语语法教学的必要性和问题后，探讨了MOOCs翻转课堂在英语语法教学中的优势。构建了一个教学平台，研究MOOCs环境下的外语教学模式，并遵循“因材施教”的原则将课堂教学与MOOCs的优势相结合，以提高外语专业学生的听、说、读、写及翻译能力。结果表明，优质的在线教学资源和基于深度学习的教学环境可以提供多种互动工具，学生可以通过这些工具与同伴和教师进行在线交流。共享开放式在线交流、课堂讨论和情境模拟可以提高教师的深度学习能力，如沟通和传递思想的能力。以互动为核心的建构主义有助于学生轻松掌握新知识。广泛的交流和互动是学习和思考的重要方式。新模式为学生提供了深刻的学习体验，扩展了全球范围内MOOCs的教学资源，最大化了线上线下师生之间的互动，使知识在校园中广泛扎根，实现了在线资源与校园课堂教学的结合。学生可以通过课前自主学习和讨论来学习知识，这极大地拓宽了学习的时间和空间。在课堂及课后，通过小组合作、探究学习、情境模拟、展示和评价完成知识的内化和升华，促进学生了解新知识，突出了学生的主体地位。
