基于计算机网络英语教学

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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种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介入而发生相应改变。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纵性、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,通过科学公道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。【关键词】:大学英语计算机网络应用有效性调查教学活动设计
【论文提纲】:Acknowledgements4-5摘要5-6Abstract6-11Introduction11-14Chapter1ResearchBackground14-171.1PolicyDrivebyMinistryofEducation14-151.1.1RelevantPoliciesandPromotingMeasuresbyMinistryofEducation141.1.2EstablishmentofTeachingReformProjectoftheSchool14-151.2QuestionsRaised15-171.2.1DesignoftheResearch151.2.2SignificanceofResearch15-17Chapter2EffectivenessInvestigationofApplicationinCyber-BasedCollegeEnglishTeachingActivities17-212.1ContentsandMethodsofResearch17-182.2QualitativeAnalysisofInvestigationResults18-212.2.1InvestigationResults18-192.2.2AnalysisofInvestigationsResults19-21Chapter3TheoreticalBasisofResearch21-243.1Cyber-basedPedagogicalApproaches21-233.1.1BehioristicCALL213.1.2CommunicativeCALLvs.WholeLanguageCALL21-223.1.3Integrative/ExplorativeCALL223.1.4Constructivivs.ConstructivisticCALL22-233.2Summary23-24Chapter4Teachers’RoleinCyber-BasedEFLTeaching24-264.1RelationshipbetweenTeachersandCyberTechnology24-254.2FactorsinCyber-basedEFLTeachingandLearning:25-26Chapter5DesignofActivitiesinCyber-BasedCET26-285.1DevelopmentofCyber-BasedEFLTeaching265.2PrinciplesinCyber-BasedEFLTeaching26-285.2.1Two“G”PrincipleorTeachers’RoleinCyber-BasedContext265.2.2IdeologyonDesigningCyber-BasedEFLTeaching26-275.2.3OtherRelevantNoticeorTeachers275.2.4PreparationMadebeforeCyber-BasedEFLTeaching27-28Chapter6Cyber-BasedListening-SpeakingCETActivities28-406.1CurrentStateofListening-SpeakingTeaching28-316.1.1CurrentProblemsinListening-SpeakingTeachingofCollegeEnglish29-306.1.2AnalysisofProblemsinCurrentCET30-316.2TheoreticalBasiorSolvingProblems31-326.2.1TheoryofInputHypothesisofKrashen316.2.2ImplicationorCyber-BasedListening-SpeakingTeaching31-326.3“OutputHypothesis”RepresentedbyMerrilSwain32-336.4Summary33-346.5EmotionFiltrationHypothesisofKrashen34-356.5.1Motive34-356.5.2Self-Confidence356.5.3Anxiety356.6DesignofCyber-BasedListening-SpeakingTeachingofCollegeEnglish35-406.6.1DesignofCyber-BasedIndependentOralEnglishActivities36-376.6.2DesignofCyber-BasedIndependentListeningActivitiesinCET376.6.3DesignofCyber-BasedListening-SpeakingTeamworkActivities37-386.6.4NoticeorSuchLanguageActivitiesinTeams386.6.5RoleofTeachersinSuchActivities386.6.6WebsitesofEnglishListening-SpeakingResources38-40Chapter7Cyber-BasedIntegratedCETClassroomActivities40-477.1CyberTechnologyinIntegratedCETClassroomTeaching407.2ProblemsinCyber-basedCETClassroomTeachingActivities40-427.2.1LackofTeachingDesign40-417.2.2LackofEffectivenessinTeachingActivities417.2.3CoursewareDesigninConformitywithStudents41-427.3DesignofCyber-basedIntegratedCETClassroomActivities42-467.3.1TeachingActivitiesandMultimediaCoursewareMaking42-467.4Summary46-47Chapter8Cyber-BasedIntegratedCETActivities47-518.1CaseI“CreateYourOwnElectronicNewspaper”478.1.1ActivitieorExchangesandFeedbackorAssesent478.2CaseIIBusinessVenture47-508.3RoleofTeachersinActivities50-51Chapter9ProblemsinResearch51-539.1LimitationsoftheResearch519.2UnsettledProblemsintheResearch51-53Conclusion53-54Bibliography54-56AppendixⅠ56-62AppendixⅡ62-66AppendixⅢ66-67
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