基于网络的大学英语大班教学模式实验研究
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摘要
高校的扩招给大学英语的教学带来了前所未有的挑战。有关调查表明,大学英语课每班人数由过去的20-40人变成现在的50-100人,师生比为1:100。近年来,有关专家曾对大班英语教学做了研究并发现,大班英语教学无法及时、全面地与学生进行交流,交际教学难于实施,很难组织起创造性的、生动活泼的课堂教学活动。随着现代信息技术在现代教学中的广泛运用,多媒体计算机辅助英语教学已成潮流。当今,国内外学者对基于网络的大班英语教学都具有相同的认识,一致认为,网络教学对解决大班教学中所存在的问题具有很大的潜力和积极作用,是一种具有实践意义的做法,值得推广。
在国内外研究模式和成果的启发下,我们针对大班英语教学的特点,以建构主义理论为指导,以玉林师范学院英语教学实验为范例,依托现代信息技术,结合我们的教学与网络课程开发的实践经验,探讨合作学习和个性化教学与自主学习相结合的大班英语网络学习问题,如在线学习环境的构建原则,在线学习策略及教师、学生在网络教学中的作用。在原有的广西“十五”教育规划重点课题----基于网络的大班课堂教学+学生利用网络自主学习的教学模式研究的基础上确立主题的,其目的探索如何在网络条件下进行大学英语教学。具体做法是:在网络技术条件下建立玉林师范学院大学英语教学改革试点基地,从视、听、说、读、写、译几个方面,对学生进行全方位的、立体化的教学,“强调个性化教学与自主学习,充分发挥计算机可反复单独进行视、听、说、读、写、译训练、强化课堂面授的视听说教学、以及教师通过课堂进行学习控制与教学辅导,使学生在计算机网络环境下自主进行个性化学习,以及利用网络实现任何时间,任何地点与任何人进行同点或异步的交流学习,成为意义建构的主动学习者,教师扮演课堂监督与辅导的角色”。
通过系统的教学实验后,我们用测试、问卷调查、课堂观察等方式,了解教学情况,并对所得到的相关数据、资料进行分析。结果证明,基于网络的大学英语大班教学模式在以下两方面对大班英语教学起到积极作用:
1.有利于激发学生的学习积极性,提高学习效率和质量,特别是听说能力;
2.促进学生自主学习能力,学习同伴之间的合作学习得到加强,有利于学生培养良好的学习习惯和团队精神。
研究还发现,网络教学虽然具有解决大班教学所面临的困境的潜力,但在实施过程中,需要有先进理论的指导和教师不断的探索、反思与总结,需要学生的良好配合,需要有关部门和领导的支持。同时,网络教学只是教学的一种模式,它并不是用于取代课堂教学和教师指导作用的做法,而是一种对教师的教学理念和方法都提出更高要求的发展趋势。
The college English teaching is confronting an unprecedented challenge because of the increasing enrollment at present. A survey has indicated that there are about 20-40 students in a teaching class in the past, however we have at least 50-100 students in each teaching class nowadays. The ratio of teachers to students is 1:100. The related exports, in recent years, have conducted the studies on English teaching in large class and found that it is difficult for teacher to make contact with the students duly and all-roundly in large class; the communicative approach is hard to be implemented, thus it is not easy for teacher to organize the creative and vivid teaching activities. In the meantime, the traditional teaching methods of teacher-centered teaching and imparting linguistic knowledge only are facing challenge. With the application of modern information and technology, the mode of Computer Assisted Instruction (CAI) is widely used in English teaching, thus it has become a trend. At present, the scholars both at home and abroad have the same opinions on online-teaching in large class after their studies. They argued that network teaching has shown its great potential and played an active role in resolving the teaching problems existing in large class. It is an experience with significance of practice and is worth popularizing.
Inspired by the research modes and results gained at home and abroad and based on constructivism, and according to the characteristics of English teaching in large class, Taking the English teaching experiment of Yulin Teacher’s College as the example, we have probed into the problems of collaborative learning, individualization of instruction and autonomous learning with the help of modern information technology and the experience we have got during the courseware design. The problems such as the principles of constructing the environment of online-learning, the learning strategies and the roles of teacher and students playing in network teaching are much concerned. Based on what we have achieved from the key project of the tenth-five-year educational planning in Guangxi ----the mode of classroom teaching + students’autonomous learning in network class, we set the theme of the study which has the aim of dealing with the problems how to engage college English instruction in the Internet environment. The ways of the study are: To set a College English teaching experimental website in Yulin Teacher’s College under the present conditions of network technology; To conduct English
在国内外研究模式和成果的启发下,我们针对大班英语教学的特点,以建构主义理论为指导,以玉林师范学院英语教学实验为范例,依托现代信息技术,结合我们的教学与网络课程开发的实践经验,探讨合作学习和个性化教学与自主学习相结合的大班英语网络学习问题,如在线学习环境的构建原则,在线学习策略及教师、学生在网络教学中的作用。在原有的广西“十五”教育规划重点课题----基于网络的大班课堂教学+学生利用网络自主学习的教学模式研究的基础上确立主题的,其目的探索如何在网络条件下进行大学英语教学。具体做法是:在网络技术条件下建立玉林师范学院大学英语教学改革试点基地,从视、听、说、读、写、译几个方面,对学生进行全方位的、立体化的教学,“强调个性化教学与自主学习,充分发挥计算机可反复单独进行视、听、说、读、写、译训练、强化课堂面授的视听说教学、以及教师通过课堂进行学习控制与教学辅导,使学生在计算机网络环境下自主进行个性化学习,以及利用网络实现任何时间,任何地点与任何人进行同点或异步的交流学习,成为意义建构的主动学习者,教师扮演课堂监督与辅导的角色”。
通过系统的教学实验后,我们用测试、问卷调查、课堂观察等方式,了解教学情况,并对所得到的相关数据、资料进行分析。结果证明,基于网络的大学英语大班教学模式在以下两方面对大班英语教学起到积极作用:
1.有利于激发学生的学习积极性,提高学习效率和质量,特别是听说能力;
2.促进学生自主学习能力,学习同伴之间的合作学习得到加强,有利于学生培养良好的学习习惯和团队精神。
研究还发现,网络教学虽然具有解决大班教学所面临的困境的潜力,但在实施过程中,需要有先进理论的指导和教师不断的探索、反思与总结,需要学生的良好配合,需要有关部门和领导的支持。同时,网络教学只是教学的一种模式,它并不是用于取代课堂教学和教师指导作用的做法,而是一种对教师的教学理念和方法都提出更高要求的发展趋势。
The college English teaching is confronting an unprecedented challenge because of the increasing enrollment at present. A survey has indicated that there are about 20-40 students in a teaching class in the past, however we have at least 50-100 students in each teaching class nowadays. The ratio of teachers to students is 1:100. The related exports, in recent years, have conducted the studies on English teaching in large class and found that it is difficult for teacher to make contact with the students duly and all-roundly in large class; the communicative approach is hard to be implemented, thus it is not easy for teacher to organize the creative and vivid teaching activities. In the meantime, the traditional teaching methods of teacher-centered teaching and imparting linguistic knowledge only are facing challenge. With the application of modern information and technology, the mode of Computer Assisted Instruction (CAI) is widely used in English teaching, thus it has become a trend. At present, the scholars both at home and abroad have the same opinions on online-teaching in large class after their studies. They argued that network teaching has shown its great potential and played an active role in resolving the teaching problems existing in large class. It is an experience with significance of practice and is worth popularizing.
Inspired by the research modes and results gained at home and abroad and based on constructivism, and according to the characteristics of English teaching in large class, Taking the English teaching experiment of Yulin Teacher’s College as the example, we have probed into the problems of collaborative learning, individualization of instruction and autonomous learning with the help of modern information technology and the experience we have got during the courseware design. The problems such as the principles of constructing the environment of online-learning, the learning strategies and the roles of teacher and students playing in network teaching are much concerned. Based on what we have achieved from the key project of the tenth-five-year educational planning in Guangxi ----the mode of classroom teaching + students’autonomous learning in network class, we set the theme of the study which has the aim of dealing with the problems how to engage college English instruction in the Internet environment. The ways of the study are: To set a College English teaching experimental website in Yulin Teacher’s College under the present conditions of network technology; To conduct English
引文
[1] Benson, P. & Voller. P. (Eds.). Autonomy and Independence in Language Learning [M]. London: Longman, 1997.
[2] Breen, M. C. Candlin, & A. Waters. Comunicative Materials Design: Some basic principles, RELC Journal,1979, 10:1-13.
[3] Brown, N. W. Ed. D. Creating Performance Classroom Groups[M]. Falmer Press, 2000.
[4] C Hutchison. The ‘ICP online’: Jeux sans fronties on the CyberCampus [J]. Journal of Computer-Mediated Communication Vol.1 No1, 1996. http://cwis.usc.edu/dept/annenberg/vol1/issue1/hutchison/CHRISR.html
[5] Chinese Ministry of Education. College English Curriculum Requirements (trial)[M], http://www.edu.cn/20040120/3097997.shtml, Accessed 20 January,2004.
[6] Dickinson, L. Autonomy and motivation [J]. a literature review'. System, 23:2, 1995, 165-174.
[7] Good, T. L., Brophy, J. E. Educational psychology[M]. A realistic NY: Longman
[8] Hayes, D. Helping teachers to cope with 1 classes [J]. ELT Journal, 51(2), Oxford University Press, 1997.
[9] Honebein, P. Seven. goals for the design of constructivist learning environments [M].
[10] Wilson (Ed.), Constructivist learning environments: Case studies in instructional design [M]. New Jersey: Educational Technology Publications, 1996, 11-24.
[11] Java Collaborative Environment [EB/OL]. http://snad.ncsl.nist.gov/madvtg/Java/papers.html
[12] Jeremy Harmer. How to teach English [M]. Beijing: Foreign Language Education Teaching and Research Press, 2000,148.
[13] Johnson, D.W. and R. T. Johnson. Learning Center Newsletters, Cooperative Learning. Cooperative[M], The University of Minnesota, 2002.
[14] Jonassen, D. H. Do we need a new philosophical paradigm [J],Objectivism versus constructivism, Educational Technology Research and Development, 1991, 39 (3): 5—14.
[15] Jonassen, D. H. (Undated). Thinking Technology, Toward a Constructivist Design Model [EB/OL].. http://ouray.cudenver.edu/~slsanfor/cnstdm.txt
[16] Kafai, Y. Minds in play [M].Computer game design as a context for children 's learning New Jersey: Lawrence Erlbaum Associates, Publishers, 1995.
[17] Karen E. Goeller. Web-based collaborative learning: a perspective on the future [J]. Computer Networks and ISDN Systems, 1998, 30: 634-635.
[18] Keck, S., & Kinney, S.C. Creating a differentiated classroom [J]. Learning & Leading withTechnology Journal, September, 2005:12.
[19] Li Lanqing. On the Teaching Reform of College English unpublished paper for a Teaching Conference in China, Beijing. 1996.
[20] Littlewood, W. Autonomy: an anatomy and a framework. System [J], 24:4, 1996: 427-435.
[21] Locastro, V. Teaching English to Large Classes[J], TESOL Quarterly, 2001,35/3: 493-496.
[22] Long, M. E.,&Porter, acquisition. P. Group work, inter-language talk, and second language Quayterly[M], 19, 1985:207-228.
[23] Marc.J.RosenBerg. E-Learning: Strategies for Delivering Knowledge in the Digital Age [EB/OL]. http://www.amazon.com/gp/reader/0071362681/ref=sib_fs_top/103-9124168-8479044?%5Fencoding=UTF8&p=S00W&checkSum=vtnvZI5ZmuljXIvtyLkGuGpggh68ssoFQFK2tFSFTq0%3D#reader-page, 2002.
[24] McGarry, D. Learner Autonomy 4: The Role of Authentic Texts. Dublin: Authentik. On the Construction of Model of Autonomous learning and informationization of foreign language teaching [EB/OL], www.gxnu.edu.cn/cofs/appliedEnglish/creatcup/ 1995:1
[25] Qian Yong, Exploration of Learner Autonomy model [EB/OL]. www.pep.com.cn/200406/ca486661.htm
[26] Riddle Elizabeth M. 1999. Lev Vygotsky’s Social Development Theory [EB/OL] http://chd.gse.gmu.edu/immersion/knowledgebase/theorists/constructivism/vygotsky.htm
[27] Ruan Fang, Use modern Information Technology properly and Open up English teaching resources [EB/OL]. http://resource.ahedu.cn/edu_lunwen/jxgl/content_22.html
[28] SUNNY Virtual Classroom [EB/OL]. http://137.142.42.95/west/SVC.html
[29] The Virtual Classroom [EB/OL]. The University of West Florida, http://www.vclass.uwf.edu
[30] Wang Qi. Perspectives on future EFL communicative environments by e-mail and Internet in Chinese Universities. Teaching English in China (Quarterly)[J], Vo1.23, 4, 2,2000.
[31] Warschauer, M. E-mail for English Teaching [J]. Alexandria, VA: TESOL Publications.1995a.
[32] Warschuer, Mark. The death of cyberspace and the rebirth of CALL [C], speech given at the "CALL for the 21S` century" IATEFL and ESADE conference, Bacelona, Spain, 2000.
[33] Warschauer, M. Computers and Language Learning: An Introduction [EO/BL]. http://www.gse.uci.edu/markw/call.html, 1996.
[34] Warschauer, M., & D. Healey. Computers and Language Learning: An overview [EO/BL]. http://blog.ntjcpa.edu.tw/paper/index.php?m=200501, 1998.
[35] Williams, Marion & Robert L Burden, Psychology for Language Teachers [M]. A SocialConstructive Approach, Cambridge University Press, 1987.
[35] Wilson, B. (Ed.). Constructivist learning environments [M]. Case studies in instructional design. New Jersey: Educational Technology Publications, 1996.
[36] Wu Hongyun. Investigating Chinese University Students’ readiness for Learner Autonomy: Performance and Perceptions [C]. unpublished paper for the Third International Symposium on ELT in China, Beijing,2001.
[37] Xu Jingshun and Shun Xiangji, Improve College English Teaching with Multimedia [EB/OL] http://www.etc.sjtu.edu.cn/zazi/paper/04101/04157.html
[38] Zheng Shutang. New Horizon College English (Reading and Writing course), New Horizon College English (Viewing, Listening &Speaking) [EO/BL] http://210.36.247.126 (online course), 2003. Beijing: Foreign Language Teaching and Research Press
[39] Zhou Liuxi. College English teaching has promising future[M]. Foreign Language teaching and Research, Beijing: Foreign Language Teaching and Research Press,2003.
[40] 2005 年全国高考招生人数将达 475 万人 研究生 37 万[EO/BL].:中国教育先锋网 http://www.ep-china.net/content/entrance/2004/12/20041220105034.htm
[41] 大学英语师生比 1:100[EO/BL], 中国教育部,上外网, http://www.yeworld.net/index/CLO/CC/RI/99_2004227/99%2085%202004227105441.asp
[42] 何高大.2000, 现代语言学与多媒体辅助外语教学[J], 外语电化教学,2000,9.
[43] 今年高考报考 700 万招生 400 万人 创历史最高纪录[EO/BL].:南方网讯 http://www.southcn.com/edu/zhuanti/2004gaokao/zonglun/200405210741.htm
[44]袁兮茗.EFL 大班与合作学习[J],陕西师范大学学报(哲学社会科学版),2003.S2.
[2] Breen, M. C. Candlin, & A. Waters. Comunicative Materials Design: Some basic principles, RELC Journal,1979, 10:1-13.
[3] Brown, N. W. Ed. D. Creating Performance Classroom Groups[M]. Falmer Press, 2000.
[4] C Hutchison. The ‘ICP online’: Jeux sans fronties on the CyberCampus [J]. Journal of Computer-Mediated Communication Vol.1 No1, 1996. http://cwis.usc.edu/dept/annenberg/vol1/issue1/hutchison/CHRISR.html
[5] Chinese Ministry of Education. College English Curriculum Requirements (trial)[M], http://www.edu.cn/20040120/3097997.shtml, Accessed 20 January,2004.
[6] Dickinson, L. Autonomy and motivation [J]. a literature review'. System, 23:2, 1995, 165-174.
[7] Good, T. L., Brophy, J. E. Educational psychology[M]. A realistic NY: Longman
[8] Hayes, D. Helping teachers to cope with 1 classes [J]. ELT Journal, 51(2), Oxford University Press, 1997.
[9] Honebein, P. Seven. goals for the design of constructivist learning environments [M].
[10] Wilson (Ed.), Constructivist learning environments: Case studies in instructional design [M]. New Jersey: Educational Technology Publications, 1996, 11-24.
[11] Java Collaborative Environment [EB/OL]. http://snad.ncsl.nist.gov/madvtg/Java/papers.html
[12] Jeremy Harmer. How to teach English [M]. Beijing: Foreign Language Education Teaching and Research Press, 2000,148.
[13] Johnson, D.W. and R. T. Johnson. Learning Center Newsletters, Cooperative Learning. Cooperative[M], The University of Minnesota, 2002.
[14] Jonassen, D. H. Do we need a new philosophical paradigm [J],Objectivism versus constructivism, Educational Technology Research and Development, 1991, 39 (3): 5—14.
[15] Jonassen, D. H. (Undated). Thinking Technology, Toward a Constructivist Design Model [EB/OL].. http://ouray.cudenver.edu/~slsanfor/cnstdm.txt
[16] Kafai, Y. Minds in play [M].Computer game design as a context for children 's learning New Jersey: Lawrence Erlbaum Associates, Publishers, 1995.
[17] Karen E. Goeller. Web-based collaborative learning: a perspective on the future [J]. Computer Networks and ISDN Systems, 1998, 30: 634-635.
[18] Keck, S., & Kinney, S.C. Creating a differentiated classroom [J]. Learning & Leading withTechnology Journal, September, 2005:12.
[19] Li Lanqing. On the Teaching Reform of College English unpublished paper for a Teaching Conference in China, Beijing. 1996.
[20] Littlewood, W. Autonomy: an anatomy and a framework. System [J], 24:4, 1996: 427-435.
[21] Locastro, V. Teaching English to Large Classes[J], TESOL Quarterly, 2001,35/3: 493-496.
[22] Long, M. E.,&Porter, acquisition. P. Group work, inter-language talk, and second language Quayterly[M], 19, 1985:207-228.
[23] Marc.J.RosenBerg. E-Learning: Strategies for Delivering Knowledge in the Digital Age [EB/OL]. http://www.amazon.com/gp/reader/0071362681/ref=sib_fs_top/103-9124168-8479044?%5Fencoding=UTF8&p=S00W&checkSum=vtnvZI5ZmuljXIvtyLkGuGpggh68ssoFQFK2tFSFTq0%3D#reader-page, 2002.
[24] McGarry, D. Learner Autonomy 4: The Role of Authentic Texts. Dublin: Authentik. On the Construction of Model of Autonomous learning and informationization of foreign language teaching [EB/OL], www.gxnu.edu.cn/cofs/appliedEnglish/creatcup/ 1995:1
[25] Qian Yong, Exploration of Learner Autonomy model [EB/OL]. www.pep.com.cn/200406/ca486661.htm
[26] Riddle Elizabeth M. 1999. Lev Vygotsky’s Social Development Theory [EB/OL] http://chd.gse.gmu.edu/immersion/knowledgebase/theorists/constructivism/vygotsky.htm
[27] Ruan Fang, Use modern Information Technology properly and Open up English teaching resources [EB/OL]. http://resource.ahedu.cn/edu_lunwen/jxgl/content_22.html
[28] SUNNY Virtual Classroom [EB/OL]. http://137.142.42.95/west/SVC.html
[29] The Virtual Classroom [EB/OL]. The University of West Florida, http://www.vclass.uwf.edu
[30] Wang Qi. Perspectives on future EFL communicative environments by e-mail and Internet in Chinese Universities. Teaching English in China (Quarterly)[J], Vo1.23, 4, 2,2000.
[31] Warschauer, M. E-mail for English Teaching [J]. Alexandria, VA: TESOL Publications.1995a.
[32] Warschuer, Mark. The death of cyberspace and the rebirth of CALL [C], speech given at the "CALL for the 21S` century" IATEFL and ESADE conference, Bacelona, Spain, 2000.
[33] Warschauer, M. Computers and Language Learning: An Introduction [EO/BL]. http://www.gse.uci.edu/markw/call.html, 1996.
[34] Warschauer, M., & D. Healey. Computers and Language Learning: An overview [EO/BL]. http://blog.ntjcpa.edu.tw/paper/index.php?m=200501, 1998.
[35] Williams, Marion & Robert L Burden, Psychology for Language Teachers [M]. A SocialConstructive Approach, Cambridge University Press, 1987.
[35] Wilson, B. (Ed.). Constructivist learning environments [M]. Case studies in instructional design. New Jersey: Educational Technology Publications, 1996.
[36] Wu Hongyun. Investigating Chinese University Students’ readiness for Learner Autonomy: Performance and Perceptions [C]. unpublished paper for the Third International Symposium on ELT in China, Beijing,2001.
[37] Xu Jingshun and Shun Xiangji, Improve College English Teaching with Multimedia [EB/OL] http://www.etc.sjtu.edu.cn/zazi/paper/04101/04157.html
[38] Zheng Shutang. New Horizon College English (Reading and Writing course), New Horizon College English (Viewing, Listening &Speaking) [EO/BL] http://210.36.247.126 (online course), 2003. Beijing: Foreign Language Teaching and Research Press
[39] Zhou Liuxi. College English teaching has promising future[M]. Foreign Language teaching and Research, Beijing: Foreign Language Teaching and Research Press,2003.
[40] 2005 年全国高考招生人数将达 475 万人 研究生 37 万[EO/BL].:中国教育先锋网 http://www.ep-china.net/content/entrance/2004/12/20041220105034.htm
[41] 大学英语师生比 1:100[EO/BL], 中国教育部,上外网, http://www.yeworld.net/index/CLO/CC/RI/99_2004227/99%2085%202004227105441.asp
[42] 何高大.2000, 现代语言学与多媒体辅助外语教学[J], 外语电化教学,2000,9.
[43] 今年高考报考 700 万招生 400 万人 创历史最高纪录[EO/BL].:南方网讯 http://www.southcn.com/edu/zhuanti/2004gaokao/zonglun/200405210741.htm
[44]袁兮茗.EFL 大班与合作学习[J],陕西师范大学学报(哲学社会科学版),2003.S2.