初中英语数字化教学资源有效应用的个案研究
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摘要
随着计算机技术、网络技术和多媒体技术等信息技术的发展及其在教育中的应用,数字化教学资源日益受到人们的青睐。数字化教学资源是实施教育信息化的重要基础,而数字化教学资源的丰富程度和有效应用日益引起教育技术工作者的关注。目前我国的教育信息化取得了突破性进展,基础设施水平不断提高,信息技术普及的深度和广度不断扩大。但是当国家和地方政府投入了大量的设备和资金却不能很好地将资源有效利用起来,就会造成极大的浪费。因此,研究数字化教学资源在学科教学中的应用问题对数字化教学资源的有效应用和建设可以提供一定借鉴和参考。
本研究采用个案研究方法,深入到学校,通过了解教师和学生在学校中的工作和生活,采用调查问卷、访谈、观察和资料搜集的方法,真实地再现学校数字化教学资源的应用现状;发现其中存在的问题;对数字化教学资源的影响因素进行分析;总结数字化教学资源在初中英语学科应用过程中存在的有价值的经验,并提出数字化教学资源有效应用的策略,目的是使数字化教学资源在应用于英语学科教学时真正做到既有效率、有效果、又有效益。促进英语学科教学质量的提高,实现提升学生综合语言运用能力的目标。
本研究通过对数字化教学资源应用现状进行分析,确立了本研究的理论基础。在相关文献研究的基础上,总结了数字化教学资源有效应用的内涵。并认为数字化教学资源的有效应用离不开四个主要因素的影响:环境、教师、学生、信息化教学模式。
本研究以S中学为个案研究的对象,对数字化教学资源的应用现状进行了描述。从多个角度对英语数字化教学资源有效应用的影响因素进行了分析。探索了任务型语言教学模式对初中英语数字化教学资源有效应用的影响。总结出个案中存在的一些有意义的经验和启示。在个案分析的基础上,得出了一些关于数字化教学资源有效应用的结论和需要进一步思考的问题
Is following the development of multimedia technology which is including computer technology and the network technology also has information technology,and its using in education application,the digitized teaching resources receives people's favor day by day. The digitized teaching resources implements the education information important foundation,But the digitized teaching resources rich degree and the effective application arouse the educational technique worker's interest day by day. At present our country education information has made the unprecedented progress, the infrastructure level unceasingly enhances, the information technology popularizes the depth and the breadths unceasingly expand. But when the country and the local authority invested the massive equipment and the fund actually cannot effectively use well there sources, can create the enormous waste. Therefore, the research digitization teaching resources may provide the certain model and the reference in discipline teaching application question to the digitized teaching resources effective application and the construction.
This research uses the archery target case study method. The author personally arrives the school to understand teacher's work and student's life,and uses adjusts the questioning volume, the interview, the observation and the material collection method. In order to really reappears the school digitization teaching resources the application present situation, and discovers existence the question, and carries on the analysis to the digitized teaching resources influence factor. Finally summarizes the digitized teaching resources the valuable experience which exists in the junior middle school English discipline application process, and proposed the digitized teaching resources effective application strategy, the goal is causes the digitized teaching resources to apply to the discipline teaches the study period truly to achieve both effectiveness, to have the effect, and has the benefit.
This research through carries on the analysis to the digitized teaching resources application present situation, has established this research rationale. Through to the correlation literature research summarized the digitized teaching resources effective application connotation. The author thought the digitized teaching resources the effective application cannot leave four primary factors influences: Environment, teacher, student, and information educational model.
This research take the S middle school as the case study object, has carried on the description to the digitized teaching resources application present situation, and analysis from many angles to the digitized teaching resources application validity, and explored the influence digitization teaching resources effective application factor. Finally summarizes some which in the case study exists significant the experience and the enlightenment, and obtained some questions which and needs further to ponder about the digitized teaching resources effective application conclusion.
本研究采用个案研究方法,深入到学校,通过了解教师和学生在学校中的工作和生活,采用调查问卷、访谈、观察和资料搜集的方法,真实地再现学校数字化教学资源的应用现状;发现其中存在的问题;对数字化教学资源的影响因素进行分析;总结数字化教学资源在初中英语学科应用过程中存在的有价值的经验,并提出数字化教学资源有效应用的策略,目的是使数字化教学资源在应用于英语学科教学时真正做到既有效率、有效果、又有效益。促进英语学科教学质量的提高,实现提升学生综合语言运用能力的目标。
本研究通过对数字化教学资源应用现状进行分析,确立了本研究的理论基础。在相关文献研究的基础上,总结了数字化教学资源有效应用的内涵。并认为数字化教学资源的有效应用离不开四个主要因素的影响:环境、教师、学生、信息化教学模式。
本研究以S中学为个案研究的对象,对数字化教学资源的应用现状进行了描述。从多个角度对英语数字化教学资源有效应用的影响因素进行了分析。探索了任务型语言教学模式对初中英语数字化教学资源有效应用的影响。总结出个案中存在的一些有意义的经验和启示。在个案分析的基础上,得出了一些关于数字化教学资源有效应用的结论和需要进一步思考的问题
Is following the development of multimedia technology which is including computer technology and the network technology also has information technology,and its using in education application,the digitized teaching resources receives people's favor day by day. The digitized teaching resources implements the education information important foundation,But the digitized teaching resources rich degree and the effective application arouse the educational technique worker's interest day by day. At present our country education information has made the unprecedented progress, the infrastructure level unceasingly enhances, the information technology popularizes the depth and the breadths unceasingly expand. But when the country and the local authority invested the massive equipment and the fund actually cannot effectively use well there sources, can create the enormous waste. Therefore, the research digitization teaching resources may provide the certain model and the reference in discipline teaching application question to the digitized teaching resources effective application and the construction.
This research uses the archery target case study method. The author personally arrives the school to understand teacher's work and student's life,and uses adjusts the questioning volume, the interview, the observation and the material collection method. In order to really reappears the school digitization teaching resources the application present situation, and discovers existence the question, and carries on the analysis to the digitized teaching resources influence factor. Finally summarizes the digitized teaching resources the valuable experience which exists in the junior middle school English discipline application process, and proposed the digitized teaching resources effective application strategy, the goal is causes the digitized teaching resources to apply to the discipline teaches the study period truly to achieve both effectiveness, to have the effect, and has the benefit.
This research through carries on the analysis to the digitized teaching resources application present situation, has established this research rationale. Through to the correlation literature research summarized the digitized teaching resources effective application connotation. The author thought the digitized teaching resources the effective application cannot leave four primary factors influences: Environment, teacher, student, and information educational model.
This research take the S middle school as the case study object, has carried on the description to the digitized teaching resources application present situation, and analysis from many angles to the digitized teaching resources application validity, and explored the influence digitization teaching resources effective application factor. Finally summarizes some which in the case study exists significant the experience and the enlightenment, and obtained some questions which and needs further to ponder about the digitized teaching resources effective application conclusion.
引文
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[7][10][11]祝智庭.现代教育技术走进信息化教育.[M].高等教育出版社,2002.101
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[12][28]董玉琦,解月光. 中小学信息技术教育实践研究.[M].吉林教育出版社,2001.
[13]徐红彩.数字化教学资源的设计与开发[J]. 开放教育研究, 2002.6
[18]何安平.新课程理念与初中英语课程改革[M].吉林:东北师范大学出版社,2002.
[19]Ellis, Rod. Task-based Language Teaching [M]. Oxford: Oxford University Press, 2003.
[20]Wells, G. Language Development in the Pre-school Years [M]. Cambridge: Cambridge University Press, 1985.
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[22]Skehan, P. A Frame work for the Implementation of Task-based Instruction [J]. Applied Linguistics, 1996:38-62.
[23]袁昌寰.任务型学习理论在英语教学中的实践. [J].课程?教材?教法,2002,(7):40-43.
[24]孟琦,祝智庭.学习资源应用的有效性研究方法-一种实用学分析取向(J).电化教育研究,2006.5
[25]Flexner, S B. The Random House Dictionary of the English Language (2nd ed.). New York: Random House, Inc. 1987, p.622
[26]Mondy, RW, Sharplin, A, Holmes, RE& Flippo, D. Management: Concepts and practices.1986.
[27]宋敏. 信息技术与课程整合有效性探索-一所学校的个案研究[D]:[硕士学位论文]长春:东北师范大学,2006.8
[28]王春蕾,刘美凤.信息技术在中小学教育中应用的有效性的实现的提出,中国电化教育,2005.8
[29]王珠珠.广西教育 数字化教育资源应用于教学策略[J],2005.5
[30]祝智庭.教育信息化与教育改革[M].北京师大出版社,2000
[31]刘范美,论创新教育环境[J]. 湖北大学学报,2001.3
[32]黎加厚.教育信息化环境下的教学设计. [J].中小学信息技术教育,2002.10
[33]刘儒德,江涛.学习者特征对网络教育的影响,[J].中国电化教育,2004.6
[34]P Skehan. A Cognitive Approach to Language Learning [M].上海外语教育出版社,1999.
[35]葛文山.简论“任务型”教学模式在基础英语教学中的实施[J].中小学英语教学与研究,2003.1
[36]卢莉.初中英语任务型教学实验研究[J].中小学外语教学,2002.3
[38]龚亚夫,罗少茜.任务型语言教学[M].人民教育出版社,2003.5
[39]李克东.教字化学习-信息技术与课程整合的核心[J].电化教育研究,2001.8
[40]何克抗.把脉中国教育资源建设[J].中国远程教育,2003.8
[41]余武.信息化教学资源的开发和建设[J].中国电化教育,2001.7
[2][14][15][17][29] 钟志贤.信息化教学模式-理论建构与实践例说[M]. 教育科学出版社 2005:8-13
[3] 解月光.信息技术教学应用研究[M].人民教育出版社,2005.7
[4][8]祝智庭,钟志贤.现代教育技术-促进多元智能发展[M]. 华东师范大学出版社,2003:68-70
[6]R.M 加涅, L?J 布里格斯,W?W 韦杰著,皮连生等译.教学设计原理.华东师范大学出版社,1999.11
[7][10][11]祝智庭.现代教育技术走进信息化教育.[M].高等教育出版社,2002.101
[9] 钟启泉.国家基础教育课程改革纲要(试行)解读[M].上海:华东师范大学出版社,2003.
[12][28]董玉琦,解月光. 中小学信息技术教育实践研究.[M].吉林教育出版社,2001.
[13]徐红彩.数字化教学资源的设计与开发[J]. 开放教育研究, 2002.6
[18]何安平.新课程理念与初中英语课程改革[M].吉林:东北师范大学出版社,2002.
[19]Ellis, Rod. Task-based Language Teaching [M]. Oxford: Oxford University Press, 2003.
[20]Wells, G. Language Development in the Pre-school Years [M]. Cambridge: Cambridge University Press, 1985.
[21] [37] Willis, J. A Frame work for Task-based Learning [M]. London: Longman, 1996.
[22]Skehan, P. A Frame work for the Implementation of Task-based Instruction [J]. Applied Linguistics, 1996:38-62.
[23]袁昌寰.任务型学习理论在英语教学中的实践. [J].课程?教材?教法,2002,(7):40-43.
[24]孟琦,祝智庭.学习资源应用的有效性研究方法-一种实用学分析取向(J).电化教育研究,2006.5
[25]Flexner, S B. The Random House Dictionary of the English Language (2nd ed.). New York: Random House, Inc. 1987, p.622
[26]Mondy, RW, Sharplin, A, Holmes, RE& Flippo, D. Management: Concepts and practices.1986.
[27]宋敏. 信息技术与课程整合有效性探索-一所学校的个案研究[D]:[硕士学位论文]长春:东北师范大学,2006.8
[28]王春蕾,刘美凤.信息技术在中小学教育中应用的有效性的实现的提出,中国电化教育,2005.8
[29]王珠珠.广西教育 数字化教育资源应用于教学策略[J],2005.5
[30]祝智庭.教育信息化与教育改革[M].北京师大出版社,2000
[31]刘范美,论创新教育环境[J]. 湖北大学学报,2001.3
[32]黎加厚.教育信息化环境下的教学设计. [J].中小学信息技术教育,2002.10
[33]刘儒德,江涛.学习者特征对网络教育的影响,[J].中国电化教育,2004.6
[34]P Skehan. A Cognitive Approach to Language Learning [M].上海外语教育出版社,1999.
[35]葛文山.简论“任务型”教学模式在基础英语教学中的实施[J].中小学英语教学与研究,2003.1
[36]卢莉.初中英语任务型教学实验研究[J].中小学外语教学,2002.3
[38]龚亚夫,罗少茜.任务型语言教学[M].人民教育出版社,2003.5
[39]李克东.教字化学习-信息技术与课程整合的核心[J].电化教育研究,2001.8
[40]何克抗.把脉中国教育资源建设[J].中国远程教育,2003.8
[41]余武.信息化教学资源的开发和建设[J].中国电化教育,2001.7