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首页> 外文期刊>Procedia - Social and Behavioral Sciences >Blended Learning in Teaching Secondary Schools’ English: A Preparation for Tertiary Science Education in Malaysia
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Blended Learning in Teaching Secondary Schools’ English: A Preparation for Tertiary Science Education in Malaysia

机译：中学英语教学中的混合学习：马来西亚的高等教育科学准备

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摘要

Science and Technology Education is one of the efforts to meet the National Vision 2020. Most of the Science based courses in tertiary education are conducted using English. As an initial preparation to tertiary science education, English foundation must be strongly rooted as continuity from secondary to tertiary education. At the same time, educationists are shifting their traditional teaching method towards online learning. Malaysia is a multi-racial country with Malay, Chinese and Indian as the three main races and many other minority natives. English, as a subject or as a medium of instruction stays a very important role in Malaysia education. Over the years, the performance in English of students has been very unsatisfactory. Educationists are looking at many measures to improve students’ performance in English and one of the measures that stands out is blended learning. Different subject teachers are having their own ways in applying blended learning. The paper investigated why English teachers apply blended learning in their lessons and what are the tools used in their blended learning lessons. Data were collected from English teachers from secondary schools in Bintulu, Sarawak. In depth interview was used to collect qualitative data. The study identified ten reasons why English teachers applied blended learning and identified eleven tools used by English teachers in their blended learning lessons.
机译：科技教育是实现2020年国家愿景的努力之一。高等教育中大多数基于科学的课程都是使用英语进行的。作为基础科学教育的初步准备，英语基础必须牢固地植根于从中学到高等教育的连续性。同时，教育工作者正在将其传统的教学方法转向在线学习。马来西亚是一个多种族的国家，马来人，中国人和印度人是三个主要种族，还有许多其他少数民族。英语作为学科或教学语言在马来西亚的教育中仍然扮演着非常重要的角色。多年来，学生的英语成绩一直很差。教育学家正在考虑采取多种措施来提高学生的英语水平，而其中一项突出的措施是混合学习。不同学科的教师在应用混合学习中有着自己的方式。本文调查了为什么英语教师在课程中应用混合学习以及在混合学习课程中使用了哪些工具。数据来自砂拉越民都鲁中学的英语老师。深入访谈被用来收集定性数据。该研究确定了英语教师采用混合学习的十个原因，并确定了英语教师在混合学习课程中使用的十一种工具。

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