声明
Chapter Ⅰ Introduction
1.1 Background of the study
1.2 Aim and significance of the study
1.3 Structure of the thesis
Chapter Ⅱ Literature Review
2.1 Blended teaching
2.1.1 MOOC-based blended teaching
2.1.2 Previous studies on blended teaching
2.2 Teaching ability
2.2.1 The definition of teaching ability
2.2.2 Previous studies on teaching ability
2.3 The relevant theories
2.3.1 Teachers’professional development
2.3.2 The constructivism theory
2.4 Summary
Chapter Ⅲ Methodology
3.1 Research questions
3.2 Subjects
3.3 Research instruments
3.3.1 Interviews
3.3.2 Class observation
3.3.3 Questionnaire
3.4 Procedures
3.5 Data analysis
Chapter Ⅳ Results and Discussions
4.1 The development of teachers’ teaching ability of instructional design
4.1.1 The development of the ability of understanding students
4.1.2 The development of the ability of identifying instructional goals
4.1.3 The development of the ability of using textbook properly
4.1.4 The development of the ability of designing teaching plan
4.2 The development of teachers’ teaching ability of teaching implementation
4.2.1 The development of ability of selecting and applying teaching methods
4.2.2 The development of ability of teaching students in accordance with aptitude
4.2.3 The development of ability of organizing class
4.2.4 The development of ability of using teaching skills
4.3 The development of teachers’ ability of assessment
4.3.1 The development of teachers’ ability of assessing students’ learning
4.3.2 The development of teachers’ ability of assessing their own teaching
4.4 The teachers’ difficulties and needs in carrying out the MOOC-based blended teaching
Chapter Ⅴ Conclusion
5.1 Major findings of study
5.2 The implications of the study
5.3 Limitations of the study and suggestions for future study
参考文献
Appendix ATeachers’ Interview
Appendix B Students’ Interview
Appendix C Classroom Observation Scale
Appendix D Students’ Questionnaire
致谢
河北师范大学;
