Practice and Effect of Blended Teaching Mode in Listening Course of College English
- https://doi.org/10.2991/meici-18.2018.48How to use a DOI?
- College English; Listening; Blended teaching mode; Wisdom class
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.
- © 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/).
Cite this article
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 - https://doi.org/10.2991/meici-18.2018.48 ID - He2018/12 ER -