Practice and Effect of Blended Teaching Mode in Listening Course of College English

DOI

10.2991/meici-18.2018.48How to use a DOI?

Keywords

College English; Listening; Blended teaching mode; Wisdom class

Abstract

Objective: To explore the effect of blended teaching mode in listening course of college English. Methods: The overall sampling method was adopted, three classes of 2017 grade, 1-4 c class, pharmaceutical drugs in the 2 & B, image A class were selected as the research objects, blended teaching mode was applied to teach their college English listening course. Teaching effect was assessed by comparison for CET-4 between Dec,2017(before teaching) and Jun, 2018(after teaching). Questionnaire method is used to assess students' acceptability and participation in the teaching method. Results: students in classes 1-4c and image A ,with better acceptance and participation in the blended teaching mode, were improved on CET-4 passing rate, average listening score, average reading score and total grade score. However, Pharmacology 2& clinical pharmacology B, with worse acceptance and participation, athe teaching effect was not obvious. Conclusion: students with subjectively acceptation and actively innovation have improved their English listening, speaking, reading and writing ability by the blended teaching mode, which indicates that the blended teaching mode is suitable for students who are subjectively accepted and actively involved.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Yan He
PY  - 2018/12
DA  - 2018/12
TI  - Practice and Effect of Blended Teaching Mode in Listening Course of College English
BT  - Proceedings of the 2018 8th International Conference on Management, Education and Information (MEICI 2018)
PB  - Atlantis Press
SP  - 251
EP  - 256
SN  - 1951-6851
UR  - https://doi.org/10.2991/meici-18.2018.48
DO  - 10.2991/meici-18.2018.48
ID  - He2018/12
ER  -