基于智能手机的英语课堂助手的设计与实现
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摘要
信息技术的普及一直在不断的扩大软件的服务群体,智能手机作为一种越来越重要的通讯工具,逐渐成为人们获取信息的一种手段。但事实上,并不是有了手机就能满足这种日益增长的需求,尤其是在教育领域。在这样的背景下,如何构建一种数字化的学习环境来保证在合适的时间,合适的地点,以合适的方式提供给学习者合适的学习交互信息成为了亟待解决的问题。
鉴于上述问题,本文做了以下几个方面的工作：
(1)比较、分析了移动学习的传统模式,结合混合式学习的相关理论来阐述了“传统学习与移动学习相结合在于教学交互”的观点。
(2)从开发者的角度对移动应用程序的相关技术进行了详细的分类,并通过比较常见的移动应用解决方案的优势与不足,肯定了基于android平台开发英语课堂助手的可行性。
(3)针对传统英语课堂的现状,本文从操作交互以及信息交互的层面,设计并实现了基于智能手机的英语课堂助手,给出了系统部分的关键代码,并测试了该套系统的可用性。
本文的特色之处在于：以教学交互为结合点,将传统课堂学习与移动学习的优势结合起来,设计并实现了一套可移植的数据通讯模块作为整个课堂助手的系统基础,该系统在一定程度上满足了课堂学习中学习者的随机交互需求。
基于智能手机的英语课堂助手的设计与实现是希望提供一整套解决方案,来提高传统英语课堂中学习者学习的主动性、创造性,帮助教师发挥引导、启发的主导作用。
With the rapid development of information technology, more and more people like to enjoy the different kinds of software. As a very import communicational tool, the smart phones are getting more and more powerful, and it gradually becomes an important means for people to access information. However, the fact is that not the ownership of a smart phone can meet the growing requirements, especially in educational field. How to construct a digital learning environment to provide suitable information at an appropriate time in a right place is a problem to be solved urgently in this background.
According to the problem above, this paper carried out as follows:
(1)Based on the study of traditional model of mobile learning and blended learning, we analysis the feasibility of the EC A system, and it is suggested that the junction between traditional class and mobile learning is instructional interaction.
(2)By classifying the related technology and analyzing the advantages and disadvantages of the common solutions, we prove the feasibility of using android as our develop platform.
(3) According to the present situation of the traditional English class, from the operational and information interaction level, we design and implement the ECA system based on smart phones, and finally test its availability.
The characteristic in this paper lies in the blending of the advantages between traditional class and mobile learning, so that we try hard to design and implement a portable communication module as the basis of the ECA system which can meet the random interaction requirements of the students.
The ECA system wants to provide a complete solution for improving the initiative and creative of the English learners, and also making it easier for teachers to inspire the students.
鉴于上述问题,本文做了以下几个方面的工作：
(1)比较、分析了移动学习的传统模式,结合混合式学习的相关理论来阐述了“传统学习与移动学习相结合在于教学交互”的观点。
(2)从开发者的角度对移动应用程序的相关技术进行了详细的分类,并通过比较常见的移动应用解决方案的优势与不足,肯定了基于android平台开发英语课堂助手的可行性。
(3)针对传统英语课堂的现状,本文从操作交互以及信息交互的层面,设计并实现了基于智能手机的英语课堂助手,给出了系统部分的关键代码,并测试了该套系统的可用性。
本文的特色之处在于：以教学交互为结合点,将传统课堂学习与移动学习的优势结合起来,设计并实现了一套可移植的数据通讯模块作为整个课堂助手的系统基础,该系统在一定程度上满足了课堂学习中学习者的随机交互需求。
基于智能手机的英语课堂助手的设计与实现是希望提供一整套解决方案,来提高传统英语课堂中学习者学习的主动性、创造性,帮助教师发挥引导、启发的主导作用。
With the rapid development of information technology, more and more people like to enjoy the different kinds of software. As a very import communicational tool, the smart phones are getting more and more powerful, and it gradually becomes an important means for people to access information. However, the fact is that not the ownership of a smart phone can meet the growing requirements, especially in educational field. How to construct a digital learning environment to provide suitable information at an appropriate time in a right place is a problem to be solved urgently in this background.
According to the problem above, this paper carried out as follows:
(1)Based on the study of traditional model of mobile learning and blended learning, we analysis the feasibility of the EC A system, and it is suggested that the junction between traditional class and mobile learning is instructional interaction.
(2)By classifying the related technology and analyzing the advantages and disadvantages of the common solutions, we prove the feasibility of using android as our develop platform.
(3) According to the present situation of the traditional English class, from the operational and information interaction level, we design and implement the ECA system based on smart phones, and finally test its availability.
The characteristic in this paper lies in the blending of the advantages between traditional class and mobile learning, so that we try hard to design and implement a portable communication module as the basis of the ECA system which can meet the random interaction requirements of the students.
The ECA system wants to provide a complete solution for improving the initiative and creative of the English learners, and also making it easier for teachers to inspire the students.
引文
[1]2010年10月通信业运行状况、电话用户分省情况.[OL/DB].http://www.miit.gov.cn/n11293472/n11293832/n11294132/n2858447/13504675.html
[2]蔡基刚.大学英语教学若干问题思考[J].外语教学与研究,2005(3),83-91.
[3]刘润清.21世纪的英语教学—记英国的一项调查[J].外语教学与研究,1996(2),1-8.
[4]井升华.我国大学英语教学费时低效的原因[J].外语教学与研究,1999(1),21-23.
[5]王建梅,孙春雷.对我国大学英语多媒体网络化教学的再思考[J].外语界,2005(4),13-18.
[6]吴一安.走出英语教学的误区[J].外语教学与研究,2002(6),407-408.
[7]Wireless Andrew:Creating the World's First Wireless Campus. [OL/DB]. http://www.cmu.edu/corporate/news/2007/features/wireless andrew.shtml.
[8]顾凤佳,李舒愫,顾小清.微型学习现状调查与分析[J].开放教育研究,2008(3),95-99.
[9]关于“移动教育”的理论与实践研究项目立项的通知.[OL/DB].http://www.vschool.net.cn/elr/zhuanti/medu/medu002.htm.
[10]吕飞飞.对英语课堂教学交互活动的认识与思考[J].西安外国语学院学报,2006(3),75-78.
[11]李庆安.小学英语教学的首要任务及其完成途径[J].首都师范大学学报(社会科学版),2002(4),53-59.
[12]李晓丽.移动学习模式探讨及系统架构设计[J].北京邮电大学学报,2007(10),10-13.
[13]何克抗.从Blending Learning看教育技术理论的新发展(上)[J].电化教育研究,2004(3),1-6.
[14]詹泽慧,李晓华.混合学习：定义、策略、现状与发展趋势[J].中国电化教育,2009(12),1-5.
[15]林红霞.运用多媒体课件促进儿童社会化的混合式学习研究[D].华东师范大学,2007.
[16]田世生,傅钢善.Blended Learning初步研究[J].电化教育研究,2004(7),7-11.
[17]Josh Bersin. Blended learning:what works? [DB/OL] www. bersin. com. (2003).
[18]王毅.基于混合式学习的研究与实践[D].北京交通大学,2011.
[19]Merrill, D., Li, Z, & Jones, M. K. Second Generation Instructional Design [J].Educational Technology,1990,30(2),16.
[20]Larry Gilbert, David R. Moore, Building Interactivity into web courses Tools for Social and Instructional Interaction [J].Educational Technology,1998,38(3),26.
[21]李虹.课堂师生互动模式及其社会心理学分析[J].齐齐哈尔大学学报(哲学社会科学版),1998(6),53.
[22]陈丽.术语“教学交互”的本质及其相关概念的辨析[J].学习论坛,2004(2),12-16.
[23]苏艳玲.网络课程的交互设计与控制策略[J].中国电化教育,2003(11),61-65.
[24]Moore.MG Three types of interaction[J].The American Journal of Distance Education,1989(2),1-6.
[25]特里.安德森.再论混合的权利：一种最新的有关交互的理论定理[J].开放教育研究,2004(4),19-26.
[26]Hillman, D.C.et.al Learner-interface interaction in distance education:an extension of contemporary models and strategies for practitioners [J]. American Journal Of Distance Education,1994(8),30-42.
[27]Laurillard, D. Rethinking university teaching [M].London:Routledge,2001.
[28]陈丽.远程学习的教学交互模型和教学交互层次塔[J].中国远程教育,2004(3),24-28.
[29]师蕾等.基于三维引擎的虚拟实验教学系统交互模式研究[J].中国远程教育,2010(8),70-74.
[30]Android takes almost 50% share of worldwide smart phone market- iOS becomes second largest platform. [OL/DB]. http://www.canalys.com/newsroom/android-takes-almost-50-share-worldwide-smart-p hone-market.
[31]What is Android? [OL/DB]. http://developer.android.com/guide/basics/what-is-android.html.
[32]杨丰盛Android应用开发揭秘[M].机械工业出版社,2010：6-10.
[2]蔡基刚.大学英语教学若干问题思考[J].外语教学与研究,2005(3),83-91.
[3]刘润清.21世纪的英语教学—记英国的一项调查[J].外语教学与研究,1996(2),1-8.
[4]井升华.我国大学英语教学费时低效的原因[J].外语教学与研究,1999(1),21-23.
[5]王建梅,孙春雷.对我国大学英语多媒体网络化教学的再思考[J].外语界,2005(4),13-18.
[6]吴一安.走出英语教学的误区[J].外语教学与研究,2002(6),407-408.
[7]Wireless Andrew:Creating the World's First Wireless Campus. [OL/DB]. http://www.cmu.edu/corporate/news/2007/features/wireless andrew.shtml.
[8]顾凤佳,李舒愫,顾小清.微型学习现状调查与分析[J].开放教育研究,2008(3),95-99.
[9]关于“移动教育”的理论与实践研究项目立项的通知.[OL/DB].http://www.vschool.net.cn/elr/zhuanti/medu/medu002.htm.
[10]吕飞飞.对英语课堂教学交互活动的认识与思考[J].西安外国语学院学报,2006(3),75-78.
[11]李庆安.小学英语教学的首要任务及其完成途径[J].首都师范大学学报(社会科学版),2002(4),53-59.
[12]李晓丽.移动学习模式探讨及系统架构设计[J].北京邮电大学学报,2007(10),10-13.
[13]何克抗.从Blending Learning看教育技术理论的新发展(上)[J].电化教育研究,2004(3),1-6.
[14]詹泽慧,李晓华.混合学习：定义、策略、现状与发展趋势[J].中国电化教育,2009(12),1-5.
[15]林红霞.运用多媒体课件促进儿童社会化的混合式学习研究[D].华东师范大学,2007.
[16]田世生,傅钢善.Blended Learning初步研究[J].电化教育研究,2004(7),7-11.
[17]Josh Bersin. Blended learning:what works? [DB/OL] www. bersin. com. (2003).
[18]王毅.基于混合式学习的研究与实践[D].北京交通大学,2011.
[19]Merrill, D., Li, Z, & Jones, M. K. Second Generation Instructional Design [J].Educational Technology,1990,30(2),16.
[20]Larry Gilbert, David R. Moore, Building Interactivity into web courses Tools for Social and Instructional Interaction [J].Educational Technology,1998,38(3),26.
[21]李虹.课堂师生互动模式及其社会心理学分析[J].齐齐哈尔大学学报(哲学社会科学版),1998(6),53.
[22]陈丽.术语“教学交互”的本质及其相关概念的辨析[J].学习论坛,2004(2),12-16.
[23]苏艳玲.网络课程的交互设计与控制策略[J].中国电化教育,2003(11),61-65.
[24]Moore.MG Three types of interaction[J].The American Journal of Distance Education,1989(2),1-6.
[25]特里.安德森.再论混合的权利：一种最新的有关交互的理论定理[J].开放教育研究,2004(4),19-26.
[26]Hillman, D.C.et.al Learner-interface interaction in distance education:an extension of contemporary models and strategies for practitioners [J]. American Journal Of Distance Education,1994(8),30-42.
[27]Laurillard, D. Rethinking university teaching [M].London:Routledge,2001.
[28]陈丽.远程学习的教学交互模型和教学交互层次塔[J].中国远程教育,2004(3),24-28.
[29]师蕾等.基于三维引擎的虚拟实验教学系统交互模式研究[J].中国远程教育,2010(8),70-74.
[30]Android takes almost 50% share of worldwide smart phone market- iOS becomes second largest platform. [OL/DB]. http://www.canalys.com/newsroom/android-takes-almost-50-share-worldwide-smart-p hone-market.
[31]What is Android? [OL/DB]. http://developer.android.com/guide/basics/what-is-android.html.
[32]杨丰盛Android应用开发揭秘[M].机械工业出版社,2010：6-10.