教育与研究

Zoom 课程融入中小学英语课堂的实证研究

陈 新宇

首都师范大学

DOI: https://doi.org/10.59429/jyyj.v7i5.10016

Keywords: Zoom 课程；二语习得关键期；教育心理学；中外教协同；沉浸式教学

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Abstract

论文以二语习得关键期理论（Critical Period Hypothesis，CPH）为框架，结合教育心理学中的互动理论与建 构主义学习观，探讨 Zoom 课程在中小学英语教学中的应用价值。研究发现，通过虚拟课堂的即时互动、多模态教 学资源整合以及中外教协同模式，Zoom 平台能有效突破传统课堂时空限制，为学生创设沉浸式语言环境，促进语言 输入与输出的平衡。结合“双减”政策背景下的教育实践，论文提出 Zoom 课程与线下教学深度融合的路径，为提 升学生英语核心素养提供理论支持与实践参考。

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