Design and Implementation of a Student-centered English Reading Course Within a Blended-learning Framework

Haifang Zhao

doi:doi:10.11648/j.si.20210906.15

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Design and Implementation of a Student-centered English Reading Course Within a Blended-learning Framework

Haifang Zhao

Published in Science Innovation (Volume 9, Issue 6)

Received: 28 October 2021 Accepted: 19 November 2021 Published: 24 November 2021

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Abstract

With the rapid development of the Internet and information technology, the traditional three-centered teaching model (focusing on textbook, teacher and classroom ) can no long meets the learning and development needs of today’s college students, the so-called “digital natives” born in the 21^th century, thus calling for the urgent reform and innovation in tertiary education. The belief of student-centeredness, built on a large body of scientific research, has quickly gained recognition by both colleges and societies around the world. Guided by the “three-new-centers” belief (focusing on students’ development, students’ learning and learning outcomes ), this paper presents a blended-learning framework based on online platform learning and offline classroom teaching which is aimed at solving student’s difficulties. This paper also describes a one-term teaching practice of College English Reading in two undergraduate non-English-major classes of strikingly different English proficiency. The end-of-term evaluation from teachers’ reflection and students’ questionnaire reveals very positive feedback on the new way of teaching and learning and a high level of student engagement, devotion to learning and class satisfaction. This paper also provides suggestions on further improvement of this model in terms of specific course design and teacher development.

Published in	Science Innovation (Volume 9, Issue 6)
DOI	10.11648/j.si.20210906.15
Page(s)	244-247
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Student-centeredness, College English Reading, Blended-learning Framework, Design, Teaching Practice

References

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[3]	赵炬明.论新三中心：概念与历史[J]. 高等工程教育研究，2016，3:35-55。
[4]	应惠兰等.大学公共英语教学改革——以学生为中心的主题教学模式[J]. 外语教学与研究，1998，4:22-26。
[5]	赵炬明.打开黑箱：学习与发展的科学基础（上）[J]. 高等工程教育研究, 2017，3:31-52。
[6]	赵炬明.打开黑箱：学习与发展的科学基础（下）[J]. 高等工程教育研究, 2017，4:30-46。
[7]	赵炬明.聚焦设计：实践与方法（上）[J]. 高等工程教育研究,2018，2:30-44。
[8]	李耸等.论以学生为中心的教学模式与大学英语教学改革[J].东北大学学报（社会科学版）, 2005, 2:144-147。
[9]	Sharma, P. & B. Barrett. Blended Learning: Using Technology in and Beyond the Language Classroom [M]. Oxford: Macmillan, 2007.
[10]	Tomlinson, B & C. Whittaker. Blended Learning in English Language Teaching: Course Design and Implementation [M]. British Council, 2013.
[11]	Mohammed, Amal I. Blended learning in English language teaching contexts [J]. Educational Sciences, 2018, 45 (3): 389-403.
[12]	杨芳等.大学英语混合式教学模式探析[J].外语电化教学, 2017, 2: 21-28。
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[14]	Garrison, D. R. & N. D. Vanghan. Blended Learning in Higher Education: Framework, Principles, and Guidelines [M]. John Wiley & Sons, Inc., 2008.

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Haifang Zhao. (2021). Design and Implementation of a Student-centered English Reading Course Within a Blended-learning Framework. Science Innovation, 9(6), 244-247. https://doi.org/10.11648/j.si.20210906.15

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Haifang Zhao. Design and Implementation of a Student-centered English Reading Course Within a Blended-learning Framework. Sci. Innov. 2021, 9(6), 244-247. doi: 10.11648/j.si.20210906.15

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AMA Style

Haifang Zhao. Design and Implementation of a Student-centered English Reading Course Within a Blended-learning Framework. Sci Innov. 2021;9(6):244-247. doi: 10.11648/j.si.20210906.15

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@article{10.11648/j.si.20210906.15,
  author = {Haifang Zhao},
  title = {Design and Implementation of a Student-centered English Reading Course Within a Blended-learning Framework},
  journal = {Science Innovation},
  volume = {9},
  number = {6},
  pages = {244-247},
  doi = {10.11648/j.si.20210906.15},
  url = {https://doi.org/10.11648/j.si.20210906.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.si.20210906.15},
  abstract = {With the rapid development of the Internet and information technology, the traditional three-centered teaching model (focusing on textbook, teacher and classroom ) can no long meets the learning and development needs of today’s college students, the so-called “digital natives” born in the 21th century, thus calling for the urgent reform and innovation in tertiary education. The belief of student-centeredness, built on a large body of scientific research, has quickly gained recognition by both colleges and societies around the world. Guided by the “three-new-centers” belief (focusing on students’ development, students’ learning and learning outcomes ), this paper presents a blended-learning framework based on online platform learning and offline classroom teaching which is aimed at solving student’s difficulties. This paper also describes a one-term teaching practice of College English Reading in two undergraduate non-English-major classes of strikingly different English proficiency. The end-of-term evaluation from teachers’ reflection and students’ questionnaire reveals very positive feedback on the new way of teaching and learning and a high level of student engagement, devotion to learning and class satisfaction. This paper also provides suggestions on further improvement of this model in terms of specific course design and teacher development.},
 year = {2021}
}

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TY  - JOUR
T1  - Design and Implementation of a Student-centered English Reading Course Within a Blended-learning Framework
AU  - Haifang Zhao
Y1  - 2021/11/24
PY  - 2021
N1  - https://doi.org/10.11648/j.si.20210906.15
DO  - 10.11648/j.si.20210906.15
T2  - Science Innovation
JF  - Science Innovation
JO  - Science Innovation
SP  - 244
EP  - 247
PB  - Science Publishing Group
SN  - 2328-787X
UR  - https://doi.org/10.11648/j.si.20210906.15
AB  - With the rapid development of the Internet and information technology, the traditional three-centered teaching model (focusing on textbook, teacher and classroom ) can no long meets the learning and development needs of today’s college students, the so-called “digital natives” born in the 21th century, thus calling for the urgent reform and innovation in tertiary education. The belief of student-centeredness, built on a large body of scientific research, has quickly gained recognition by both colleges and societies around the world. Guided by the “three-new-centers” belief (focusing on students’ development, students’ learning and learning outcomes ), this paper presents a blended-learning framework based on online platform learning and offline classroom teaching which is aimed at solving student’s difficulties. This paper also describes a one-term teaching practice of College English Reading in two undergraduate non-English-major classes of strikingly different English proficiency. The end-of-term evaluation from teachers’ reflection and students’ questionnaire reveals very positive feedback on the new way of teaching and learning and a high level of student engagement, devotion to learning and class satisfaction. This paper also provides suggestions on further improvement of this model in terms of specific course design and teacher development.
VL  - 9
IS  - 6
ER  -

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Author Information

Haifang Zhao

Foreign Language Department, School of Basic Education, Beijing Institute of Graphic Communication, Beijing, China

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Plain Text BibTeX RIS

APA Style

Haifang Zhao. (2021). Design and Implementation of a Student-centered English Reading Course Within a Blended-learning Framework. Science Innovation, 9(6), 244-247. https://doi.org/10.11648/j.si.20210906.15

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ACS Style

Haifang Zhao. Design and Implementation of a Student-centered English Reading Course Within a Blended-learning Framework. Sci. Innov. 2021, 9(6), 244-247. doi: 10.11648/j.si.20210906.15

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AMA Style

Haifang Zhao. Design and Implementation of a Student-centered English Reading Course Within a Blended-learning Framework. Sci Innov. 2021;9(6):244-247. doi: 10.11648/j.si.20210906.15

Copy | Download

@article{10.11648/j.si.20210906.15,
  author = {Haifang Zhao},
  title = {Design and Implementation of a Student-centered English Reading Course Within a Blended-learning Framework},
  journal = {Science Innovation},
  volume = {9},
  number = {6},
  pages = {244-247},
  doi = {10.11648/j.si.20210906.15},
  url = {https://doi.org/10.11648/j.si.20210906.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.si.20210906.15},
  abstract = {With the rapid development of the Internet and information technology, the traditional three-centered teaching model (focusing on textbook, teacher and classroom ) can no long meets the learning and development needs of today’s college students, the so-called “digital natives” born in the 21th century, thus calling for the urgent reform and innovation in tertiary education. The belief of student-centeredness, built on a large body of scientific research, has quickly gained recognition by both colleges and societies around the world. Guided by the “three-new-centers” belief (focusing on students’ development, students’ learning and learning outcomes ), this paper presents a blended-learning framework based on online platform learning and offline classroom teaching which is aimed at solving student’s difficulties. This paper also describes a one-term teaching practice of College English Reading in two undergraduate non-English-major classes of strikingly different English proficiency. The end-of-term evaluation from teachers’ reflection and students’ questionnaire reveals very positive feedback on the new way of teaching and learning and a high level of student engagement, devotion to learning and class satisfaction. This paper also provides suggestions on further improvement of this model in terms of specific course design and teacher development.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Design and Implementation of a Student-centered English Reading Course Within a Blended-learning Framework
AU  - Haifang Zhao
Y1  - 2021/11/24
PY  - 2021
N1  - https://doi.org/10.11648/j.si.20210906.15
DO  - 10.11648/j.si.20210906.15
T2  - Science Innovation
JF  - Science Innovation
JO  - Science Innovation
SP  - 244
EP  - 247
PB  - Science Publishing Group
SN  - 2328-787X
UR  - https://doi.org/10.11648/j.si.20210906.15
AB  - With the rapid development of the Internet and information technology, the traditional three-centered teaching model (focusing on textbook, teacher and classroom ) can no long meets the learning and development needs of today’s college students, the so-called “digital natives” born in the 21th century, thus calling for the urgent reform and innovation in tertiary education. The belief of student-centeredness, built on a large body of scientific research, has quickly gained recognition by both colleges and societies around the world. Guided by the “three-new-centers” belief (focusing on students’ development, students’ learning and learning outcomes ), this paper presents a blended-learning framework based on online platform learning and offline classroom teaching which is aimed at solving student’s difficulties. This paper also describes a one-term teaching practice of College English Reading in two undergraduate non-English-major classes of strikingly different English proficiency. The end-of-term evaluation from teachers’ reflection and students’ questionnaire reveals very positive feedback on the new way of teaching and learning and a high level of student engagement, devotion to learning and class satisfaction. This paper also provides suggestions on further improvement of this model in terms of specific course design and teacher development.
VL  - 9
IS  - 6
ER  -

Copy | Download