英语专业混合课堂互动效果影响因素探究
Exploring the Influencing Factors of Interaction Effectiveness in Blended Classrooms for English Majors

文章探讨了混合式教学模式在英语专业教学中的应用及其互动效果的影响因素。研究对象为湖北省武汉市某高校英语专业大学生和教师，通过问卷调查、座谈会和访谈等方式，系统分析了影响混合课堂互动效果的多个维度。研究发现，教师在混合式教学平台操作能力上表现良好，乐于采用创新教学方法，但专业能力特别是口语表达和词汇量有待提升。学生在技术掌握和社交合作方面表现良好，但自主学习能力不足，特别是自我管理和批判性思维能力。教学内容在准确性上表现良好，但趣味性和互动性不足，学习目标不够明确。教学环境方面，学生对线上平台功能和线下物理环境满意度较高，但课堂氛围有待改善。研究指出，提升英语专业混合课堂互动效果需要加强教师专业能力培训、优化教学内容、改善课堂氛围以及提升学生自主学习能力等多维度的共同努力。
This paper delves into the application of blended learning mode in English major teaching and the influencing factors of its interaction effects. Focusing on college English majors and teachers from a university in Wuhan, Hubei Province, the study systematically analyzes multiple dimensions that impact the interaction effectiveness in blended classrooms through a combination of questionnaires, symposiums, and interviews. The findings reveal that teachers exhibit proficient operational capabilities on blended learning platforms and are willing to adopt innovative teaching methods, yet their professional competence, particularly in oral expression and vocabulary, requires improvement. Students perform well in technological proficiency and social collaboration but lack autonomous learning abilities, notably in self-management and critical thinking skills. Content-wise, materials are accurate yet insufficient in terms of interest, interaction, and clarity of learning objectives. Regarding the teaching environment, students are generally satisfied with online platform functionalities and offline physical settings, though classroom atmosphere needs enhancement. The study underscores that enhancing the interaction effects in English major blended classrooms necessitates concerted efforts across multiple dimensions, including strengthening teachers’ professional training, optimizing content, improving classroom atmosphere, and fostering students’ autonomous learning abilities.