基于计算机网络的大学英语教学
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摘要
教育部2004年启动了大学英语教学改革,2007年再次发文全面推进计算机网络化大学英语教学新模式,计算机网络技术已愈来愈多地应用于大学英语教学中。
本文通过对国内九所不同类别高校的英语教师应用计算机网络的教学有效性的调查分析发现,目前,部分大学英语教师还没能在教学中主动应用技术,尚处于被动与跟随状态,教师的教学理念与教学活动设计也并未因计算机网络的参与而发生相应改变。本文试图通过对计算机网络化英语教学中的教学设计原则及教学活动设计的探究,结合建构主义、行为主义等相关学习理论分析,以及对Krashen和Swain等人在二语习得过程中的输入、输出与情感过滤等假设理论的反思性分析,为一线大学英语教师提供多例具可操作性、应用计算机网络的大学英语课内、课外教学活动设计案例。
首先,本文通过问卷调查、师生访谈、课堂观摩研讨等方式对英语教师应用计算机网络的教学有效性进行了定性分析,并结合国内外相关教学研究成果总结归纳出了有效的计算机网络化大学英语教学设计的原则与指导思想。
其次,本文分别就计算机网络化大学英语听说课内课外活动、大学英语综合课课堂教学活动两大方面,提供了多种教学活动设计案例。
最后,本文依据上述调查与理论分析、案例探究,得出结论:只有当教师真正掌握了计算机网络相关技术,通过科学合理的教学设计服务于教学目标,使技术成为教学环境有机的一部分来满足教学需要,并时时进行教学理念及教学方式的反思时,计算机网络技术才能与外语教学有效结合,才能真正促进大学英语教学质量的提高。
The Ministry of Education launched teaching-reform of college English in 2004, and issued a document in 2007 to comprehensively advance the new mode of cyber-based college English teaching. Cyber technology has been now widely applied in college English teaching in China. Based on the investigation and analysis of the effectiveness of cyber-based teaching activities by College English teachers in nine various universities of Shanghai, Zhejiang and Jiangsu, this thesis presents the findings which indicate that a number of college English teachers merely play a passive role to apply cyber technology in English teaching. Some of them failed to change their teaching philosophy with the involvement of computer or network; and there is little proper and effective instructional design before or during their cyber-based teaching activities. This thesis attempts to explore the design principles of cyber-based college English teaching and learning activities, and to provide some effective and practical cases for in-class and extra-curricular cyber-based language applying activities on the basis of relevant learning theories such as constructivism, behaviorism, and especially on the input and output hypothesis, emotional filtration hypothesis in second language acquisition theory.
Firstly, the thesis conducts a qualitative analysis of effectiveness of applying computer or network in college English teaching through ways of questionnaire to the teachers and students, interview with teachers and students, classroom observation and seminars to research into the principles for cyber-based college English teaching design.
Secondly, the thesis attempts to provide various design cases of cyber-based in-class and extra-curricular language applying activities including English listening-speaking and integrated classroom teaching of college English, based on theoretical research of constructivism, behaviorism, input and output hypothesis, emotional filtration hypothesis etc.
Finally, the thesis reaches conclusion based on the above mentioned investigation, theoretical analysis and case study: Cyber technology can be effectively integrated into foreign language teaching and practically promote college English teaching only when the teachers grasp relevant cyber technology, and apply proper technology in conformity with teaching purposes. With proper and effective teaching design, and constantly self-reflection by teachers, technology could be an organic part of the teaching environment and teaching structure, to meet the requirements of teaching, to fulfill teaching purposes and thus improve the quality of college English teaching and learning.
本文通过对国内九所不同类别高校的英语教师应用计算机网络的教学有效性的调查分析发现,目前,部分大学英语教师还没能在教学中主动应用技术,尚处于被动与跟随状态,教师的教学理念与教学活动设计也并未因计算机网络的参与而发生相应改变。本文试图通过对计算机网络化英语教学中的教学设计原则及教学活动设计的探究,结合建构主义、行为主义等相关学习理论分析,以及对Krashen和Swain等人在二语习得过程中的输入、输出与情感过滤等假设理论的反思性分析,为一线大学英语教师提供多例具可操作性、应用计算机网络的大学英语课内、课外教学活动设计案例。
首先,本文通过问卷调查、师生访谈、课堂观摩研讨等方式对英语教师应用计算机网络的教学有效性进行了定性分析,并结合国内外相关教学研究成果总结归纳出了有效的计算机网络化大学英语教学设计的原则与指导思想。
其次,本文分别就计算机网络化大学英语听说课内课外活动、大学英语综合课课堂教学活动两大方面,提供了多种教学活动设计案例。
最后,本文依据上述调查与理论分析、案例探究,得出结论:只有当教师真正掌握了计算机网络相关技术,通过科学合理的教学设计服务于教学目标,使技术成为教学环境有机的一部分来满足教学需要,并时时进行教学理念及教学方式的反思时,计算机网络技术才能与外语教学有效结合,才能真正促进大学英语教学质量的提高。
The Ministry of Education launched teaching-reform of college English in 2004, and issued a document in 2007 to comprehensively advance the new mode of cyber-based college English teaching. Cyber technology has been now widely applied in college English teaching in China. Based on the investigation and analysis of the effectiveness of cyber-based teaching activities by College English teachers in nine various universities of Shanghai, Zhejiang and Jiangsu, this thesis presents the findings which indicate that a number of college English teachers merely play a passive role to apply cyber technology in English teaching. Some of them failed to change their teaching philosophy with the involvement of computer or network; and there is little proper and effective instructional design before or during their cyber-based teaching activities. This thesis attempts to explore the design principles of cyber-based college English teaching and learning activities, and to provide some effective and practical cases for in-class and extra-curricular cyber-based language applying activities on the basis of relevant learning theories such as constructivism, behaviorism, and especially on the input and output hypothesis, emotional filtration hypothesis in second language acquisition theory.
Firstly, the thesis conducts a qualitative analysis of effectiveness of applying computer or network in college English teaching through ways of questionnaire to the teachers and students, interview with teachers and students, classroom observation and seminars to research into the principles for cyber-based college English teaching design.
Secondly, the thesis attempts to provide various design cases of cyber-based in-class and extra-curricular language applying activities including English listening-speaking and integrated classroom teaching of college English, based on theoretical research of constructivism, behaviorism, input and output hypothesis, emotional filtration hypothesis etc.
Finally, the thesis reaches conclusion based on the above mentioned investigation, theoretical analysis and case study: Cyber technology can be effectively integrated into foreign language teaching and practically promote college English teaching only when the teachers grasp relevant cyber technology, and apply proper technology in conformity with teaching purposes. With proper and effective teaching design, and constantly self-reflection by teachers, technology could be an organic part of the teaching environment and teaching structure, to meet the requirements of teaching, to fulfill teaching purposes and thus improve the quality of college English teaching and learning.
引文
Alice Omaggio Hadley. Teaching Language in Context [M]. Beijing: Foreign Language Teaching and Research Press, 2004: 456-466
Beverly Abbey. Editor. Instructional and Cognitive Impacts of Web-Based Education [M]. New York: Idea Group Publishing, 2000: 193-215
Beata Opa?ka: ICT as a Contributing Factor to Develop Learner Autonomy [OL]. David Nunan. Practical English Language Teaching[M].北京:高等教育出版社,2004
Joy Egbert and Elizabeth Hanson-Smith, Editors. CALL Environment:Research, Practice and Critical Issues [M]. Maryland USA: TESOL, 1999: 122-130, 465
Ken Beatty. Computer-assited Language Learning [M]. Beijing: Foreign Language Teaching and Research Press, 2005: 111-122
Mark Warschauer, Heidi Shetzer, and Chritine Meloni. Internet for English Teaching [M]. Maryland USA: TESOL, 2000: 11-30
Michael Levy. Computer-Assisted Language Learnin:Context and Conceptualization [M]. New York: Oxford University Press, 1997: 100-107
M.D. Roblyer. Integrating Educational Technology into Teaching [M]. USA: Pearson Education, Inc.,2003: 235-252
Susan M. Gass. Second Language Acquisition: an Introductory Course [M].New Jersey: Lawrence Erlbaum Associates, Inc., 2001: 259-305
Wikipedia. Computer-assisted LanguageLlearning [OL].
William Grabe et al,Teaching and Researching Reading [M]. Beijing: Foreign Language Teaching and Research Press, 2005
Zoltán Dǒrnyei. Teaching and Researching Motivation [M]. Beijing: Foreign Language Teaching and Research Press, 2005: 103-140
陈坚林.大学英语网络化教学的理论内涵及其应用分析[J]外语电化教学, 2004,(6): 46-49
陈坚林.关于“中心”的辨析—兼谈“基于计算机和课堂英语多媒体教学模式”中“学生中心论”[J]外语电化教学,2005,(5): 3-8
陈坚林.大学英语教学新模式下计算机网络与外语课程的有机整合—对计算机“辅助”外语教学概念的生态学考察[J]外语电化教学,2006,(6): 3-10
顾曰国等,计算机与英语教学[M].北京:外语教学与研究出版社2006
罗少茜.英语课堂教学形成性评价研究[M].北京:外语教学与研究出版社,2003
Mark Powell,周平.新商务英语教程[M].上海:上海译文出版社,2005
余胜泉,吴娟.信息技术与课程整合-网络时代的教学模式与方法[M].上海:上海教育出版社,2005: 98, 275-276
姚奇富,网络辅助教学理论与设计[M].杭州:浙江大学出版社, 2006
赵勇.教育与技术关系漫谈[M].北京:北京师范大学出版社,2006: 71-73, 89-91
赵建华.计算机支持的协作学习[M].上海:上海教育出版社,2006: 53-62
钟志贤,信息化教学模式[M].北京:北京师范大学出版社, 2006
Beverly Abbey. Editor. Instructional and Cognitive Impacts of Web-Based Education [M]. New York: Idea Group Publishing, 2000: 193-215
Beata Opa?ka: ICT as a Contributing Factor to Develop Learner Autonomy [OL]. David Nunan. Practical English Language Teaching[M].北京:高等教育出版社,2004
Joy Egbert and Elizabeth Hanson-Smith, Editors. CALL Environment:Research, Practice and Critical Issues [M]. Maryland USA: TESOL, 1999: 122-130, 465
Ken Beatty. Computer-assited Language Learning [M]. Beijing: Foreign Language Teaching and Research Press, 2005: 111-122
Mark Warschauer, Heidi Shetzer, and Chritine Meloni. Internet for English Teaching [M]. Maryland USA: TESOL, 2000: 11-30
Michael Levy. Computer-Assisted Language Learnin:Context and Conceptualization [M]. New York: Oxford University Press, 1997: 100-107
M.D. Roblyer. Integrating Educational Technology into Teaching [M]. USA: Pearson Education, Inc.,2003: 235-252
Susan M. Gass. Second Language Acquisition: an Introductory Course [M].New Jersey: Lawrence Erlbaum Associates, Inc., 2001: 259-305
Wikipedia. Computer-assisted LanguageLlearning [OL].
William Grabe et al,Teaching and Researching Reading [M]. Beijing: Foreign Language Teaching and Research Press, 2005
Zoltán Dǒrnyei. Teaching and Researching Motivation [M]. Beijing: Foreign Language Teaching and Research Press, 2005: 103-140
陈坚林.大学英语网络化教学的理论内涵及其应用分析[J]外语电化教学, 2004,(6): 46-49
陈坚林.关于“中心”的辨析—兼谈“基于计算机和课堂英语多媒体教学模式”中“学生中心论”[J]外语电化教学,2005,(5): 3-8
陈坚林.大学英语教学新模式下计算机网络与外语课程的有机整合—对计算机“辅助”外语教学概念的生态学考察[J]外语电化教学,2006,(6): 3-10
顾曰国等,计算机与英语教学[M].北京:外语教学与研究出版社2006
罗少茜.英语课堂教学形成性评价研究[M].北京:外语教学与研究出版社,2003
Mark Powell,周平.新商务英语教程[M].上海:上海译文出版社,2005
余胜泉,吴娟.信息技术与课程整合-网络时代的教学模式与方法[M].上海:上海教育出版社,2005: 98, 275-276
姚奇富,网络辅助教学理论与设计[M].杭州:浙江大学出版社, 2006
赵勇.教育与技术关系漫谈[M].北京:北京师范大学出版社,2006: 71-73, 89-91
赵建华.计算机支持的协作学习[M].上海:上海教育出版社,2006: 53-62
钟志贤,信息化教学模式[M].北京:北京师范大学出版社, 2006