Thiết kế hoạt Động dạy học thúc Đẩy năng lực tự học dành cho sinh viên không chuyên ngữ tiếng trung bằng mô hình lớp học Đảo ngược lấy ví dụ trường Đại học kinh tế công nghiệp long an

TRƯỜNG ĐẠI HỌC SƯ PHẠM THÀNH PHÓ HÒ CHÍ MINH Huỳnh Thị Bích Liễu THIET KE HOAT DONG DAY HQC THUC DAY NANG LUC TU HOC DANH CHO SINH VIEN KHONG CHUYEN NGU TIENG TRUNG BANG MO HÌNH LỚP HỌC

BO GIAO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC SƯ PHẠM THÀNH PHÓ HÒ CHÍ MINH

Huỳnh Thị Bích Liễu

THIET KE HOAT DONG DAY HQC THUC DAY NANG LUC TU HOC DANH CHO SINH VIEN KHONG CHUYEN NGU TIENG TRUNG BANG MO HÌNH LỚP HỌC ĐẢO NGƯỢC- LÁY Vi DU TRUONG DAI HQC KINH TE CÔNG NGHIEP LONG AN

LUẬN VAN THẠC SĨ KHOA HỌC GIÁO DỤC

Thành phố Hồ Chí Minh - 2024

BỘ GIÁO DỤC VÀ ĐÀO TẠO TRUONG DAI HQC SU PHAM THANH PHO HO CHi MINH

Huỳnh Thị Bích Liễu

TEP RAPES BU HEED Fe EES SFE TIT ERATE TAKE NB THIET KE HOAT DONG DAY HOC THUC DAY NĂNG LỰC TỰ HỌC DÀNH CHO SINH VIÊN KHONG CHUYEN NGU TIENG TRUNG BANG MO HÌNH LỚP HỌC ĐẢO NGƯỢC- LÁY VÍ DỤ TRƯỜNG ĐẠI HỌC KINH TẾ CÔNG NGHIỆP LONG AN Chuyên ngành _: Lý luận và Phương pháp đạy học bộ môn tiếng Trung Quốc

Tôi xin cam đoan luận văn thc sĩ Khoa học giáo dục với đề tài “Thể kể

“hoại động dạy học thúc đây năng lực tự học dành cho sinh viên không chuyên ngữ Trắng Trung bằng mô ình lấp học đáo ngược- Lắy ví dụ trường Đụ học Kinh tế

Công nghiệp Long An” là công trình nghiên cứu và thực hiện của riêng tác giả 'Các thông tin, số liệu thu thập được sử dụng trong luận văn này hoàn toàn trung

thực, chính xác, khách quan Những số liệu tham khảo và các dẫn chứng đều nguồn

trích dẫn rõ rùng

“Các kết quả nghiên cứu trong đề tài này chưa từng được công bổ trong bắt

cứ công trình nghiên cứu nào

TP Hé Chi Minh, ngày 23 tháng 4 năm 2024 'Tác giả luận văn

Huỳnh Thị Bích Liễu

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‘The flipped classroom model is a new teaching model born in the United States about 10-15 years ago It is widely used in many schools from elementary school to classroom model has the opposite of the traditional classroom model in the way of organizing teaching In the flipped classroom mode, teachers have many

‘opportunities to observe and interact to guide and evaluate each student's learning knowledge, active improvement of independent learning ability, active cooperation

study

with friends and evaluation of their own leaming results Therefore, this conducts an experiment and investigates students’ autonomous learning ability and strengthen the leaning efficiency of students in the flipped classroom mode, Focusing on these issues, this paper investigates and studies students’ autonomous learning ability in the flipped classroom model,

‘The specific framework and content of this paper are as followsin the introduc n part, the research background and significance, research purpose and

‘method, and research status of this paper are briefly introduced

‘The first chapter mainly introduces the theoretical basis of this study - the theory

Of flipped classroom model, focusing on the concept, characteristics and connotation

of flipped classroom and autonomous learning ability Then it introduces the basic elements and design principles of the flipped classroom, and makes a

‘comparison betwe the flipped classroom and the traditional classroom,

‘The second chapter introduces the experimental course of "Chinese Standard Course HSK2", the teaching route and the design of flipped classroom mode, course in class, and the test and evaluation after class

‘The third chapter investigates and statistically analyzes the autonomous learning ability of students in the flipped classtoom model, mainly from four parts: questionnaire design, survey data and results, comparison of pre-experiment and

students’ autonomous learning in the flipped classroom mode from the five aspects of discipline The results show that: self-planning is the most important thing for goals, self-monitoring, self-evaluation, and finally self-discipline ability Among ther + the flipped classtoom model promotes students’ self-planning to enhance earning efficiency, promotes students’ self-defined goals from passive to active learning, promotes students’ self-monitoring to improve learning motivation, and and Cooperative learning ability, promote students’ self-discipline so as to improve their self-learning awareness, ‘The fourth chapter, based on the previous investigation and research, combined

with the interviews, analyzed the main problems and causes of students” autonomy learning Chinese, lack of interest in Chinese learning, The foundation of students is weak, the overall quality is low, students lack active cooperation with teachers, and lack motivation to learn, Based on the existing problems and causes, corresponding stimulate students' interest in learning and students’ self-discipline Key words: flipped classroom model; teaching activity design; college students; autonomous learning ability

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