智慧学习环境下大学英语有效教学模式研究
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摘要
文章探讨了如何运用"产出导向法"教学理论,在智慧学习环境下进行有效教学的设计和实施。整个智慧有效教学设计遵循驱动-促成-评价三个核心环节设计产出教学活动,围绕语言知识学习、语言技能训练和自主学习能力发展三个层面的目标,打造线上线下教学闭环。教学实践表明,具有现实交际意义的产出任务的驱动力激发了学生更大的学习热情和积极性,学习目标更明确。而且智慧学习环境提供的技术支持加上课堂中"驱动—促成"思路的教学活动组织,学生更能学有所得,学以致用,教学更有实效。
According to the theory of Production-oriented Approach, a smart education-oriented effective teaching model was constructed in the intelligent learning space. The design of productive teaching activities in the model abide by three key parts of procedure: motivation-facilitation-assessment, and form a three-dimensional teaching circle aiming at developing language study, language skills and independent learning capability in smart learning space and in traditional classroom. It is revealed from teaching practice that students are motivated to keep more specific goals and study more actively with the production task based on real communication scenarios. Furthermore, students can master the knowledge well and put them into use by the support of modern technology together with the organization of teaching activities that follow motivation-facilitation teaching principle, which shows the teaching effectiveness.
According to the theory of Production-oriented Approach, a smart education-oriented effective teaching model was constructed in the intelligent learning space. The design of productive teaching activities in the model abide by three key parts of procedure: motivation-facilitation-assessment, and form a three-dimensional teaching circle aiming at developing language study, language skills and independent learning capability in smart learning space and in traditional classroom. It is revealed from teaching practice that students are motivated to keep more specific goals and study more actively with the production task based on real communication scenarios. Furthermore, students can master the knowledge well and put them into use by the support of modern technology together with the organization of teaching activities that follow motivation-facilitation teaching principle, which shows the teaching effectiveness.
引文
[1]黄怀荣,杨俊锋,胡永斌,等.从数字学习环境到智慧学习环境- 学习环境的变革与趋势[J].开放教育研究,2012,(18) :76.
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[3]Ozyurt,O.,Ozyurt,H.,Baki,A.,& Gttven,B.integration into mathematics classrooms of an adaptive and intelligent individualized e-learning environment:Implementation and evaluation of UZWEBMAT[J].computers in Human Behavior,2013,929:726-738.
[4]Strayer,J.F.How learning in an inverted classroom influences cooperation,innovation and task orientation[J].Learning ment Research,2012,(15):171-193.
[5]Prosser M & Trigwell K.理解教与学[M].北京:北京大学出版社,2007:69.
[6]Hannan,A.& H.Silver.Innovating in Hogher education Teaching,Learning and Institutional Cultures[M].Buckingham:Open university Press,2000.
[7]王守仁.以提高我国高等学校教学质量为出发点,推进大学英语教学改革[J].外语界,2006,(5):2-6.
[8]束定芳.论外语课堂教学的功能与目标[J].外语与外语教学,2011,(1):5-8.
[9]王初明.外语教学三大情结与语言习得有效路径[J].外语教学与研究,2011,(4):540-549.
[10]任庆梅.构建师生协同发展的大学英语课堂有效教学理论模式[J].外语界,2014,(3):20-28.
[11]文秋芳.构建“产出导向法”理论体系[J].外语教学与研究,2015,(4):547-558.
[2]Kwok,C.-W.,Cheng,S.H.,Ip,H.-S,& Kong,S.-L.ed.Design of affectively evocative smart ambient media for learning[J].Computers & Education,2011,(56):101-111.
[3]Ozyurt,O.,Ozyurt,H.,Baki,A.,& Gttven,B.integration into mathematics classrooms of an adaptive and intelligent individualized e-learning environment:Implementation and evaluation of UZWEBMAT[J].computers in Human Behavior,2013,929:726-738.
[4]Strayer,J.F.How learning in an inverted classroom influences cooperation,innovation and task orientation[J].Learning ment Research,2012,(15):171-193.
[5]Prosser M & Trigwell K.理解教与学[M].北京:北京大学出版社,2007:69.
[6]Hannan,A.& H.Silver.Innovating in Hogher education Teaching,Learning and Institutional Cultures[M].Buckingham:Open university Press,2000.
[7]王守仁.以提高我国高等学校教学质量为出发点,推进大学英语教学改革[J].外语界,2006,(5):2-6.
[8]束定芳.论外语课堂教学的功能与目标[J].外语与外语教学,2011,(1):5-8.
[9]王初明.外语教学三大情结与语言习得有效路径[J].外语教学与研究,2011,(4):540-549.
[10]任庆梅.构建师生协同发展的大学英语课堂有效教学理论模式[J].外语界,2014,(3):20-28.
[11]文秋芳.构建“产出导向法”理论体系[J].外语教学与研究,2015,(4):547-558.