網(wǎng)絡教育環(huán)境下外語教學的生態(tài)課堂優(yōu)化.ppt

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網(wǎng)絡教育環(huán)境下外語教學的生態(tài)課堂優(yōu)化,張瑞紅韓久全河北農業(yè)大學外語學院河北保定071000,摘要,生態(tài)危機是現(xiàn)代人類面臨的“全球性問題”之一。在全球生態(tài)化的影響下,研究者們運用生態(tài)哲學的基本原理對教育系統(tǒng)內部的各子系統(tǒng)進行研究的過程中提出了教學生態(tài)觀。生態(tài)教育理念認為人是信息生態(tài)系統(tǒng)中的“中堅種群”，其核心價值是促進人在信息生態(tài)中的全面發(fā)展。在教育的整個生態(tài)系統(tǒng)中，課堂作為其中的一個生態(tài)因子，是實施素質教育的主渠道.教學過程就是學生、教師之間借助教學內容、教學手段等進行平等對話的過程。本文對針對近些年教育技術在教育領域的不斷應用，基于教學過程中的兩個生態(tài)平衡：民主的教態(tài)和自主的學態(tài)，分析網(wǎng)絡教育環(huán)境下，外語教學課堂生態(tài)優(yōu)化實施的方法和途徑。關鍵詞：網(wǎng)絡教育，外語教學，課堂教學生態(tài)，優(yōu)化,OptimizationofEcologicalClassinForeignLanguageTeaching,Abstract:Ecologicalcrisisisoneoftheglobalproblemsthathumanhavetoface.Influencedbytheglobalecologicaltrend,reseachersproposedtheviewsofteachingecologyintheprocessofstudyingthesubsystemsoftheeducationalsystembasedontheprinciplesofecologicalphilosophy.IdeasofEcologicalEducationassumethathumanisthecentralgroup,anditscorevaluesistopromotehuman’sall-rounddevelopmentintheinformationecology.Inthewholeecologicalsystemofeducation,classteachingisamongtheecologicalfactors,andisconsideredasthemainwayofqualityeducation.Teachingisaprocessofequaldialoguebetweenteachersandstudentsinthehelpofteachingcontens,teachingmeansandetc.Thispaper,consideringtheincreasingapplicationofeducationaltechnologyinrecentyears,analyzeshowtooptimizetheclassteachingecologyintheforeignlanguageteachinginthebasisoftwoecologicalbalanceofteachingprocess:teacher’sdemocraticmannerandstudent’sautonomicmannerinlearning.Asaresult,thefinalgoaloftrainingthetalentswithhighqualitiesandall-rounddevelopmentiscompletedwiththeteaching.,Keywords:onlineeducation,foreignlanguageteaching,classteachingecology,optimization,OptimizationofEcologicalClassinForeignLanguageTeaching,IntroductionThenecessityofoptimizingtheecologicalclassWaysofoptimizingtheecologicalclassSummary,OptimizationofEcologicalClassinForeignLanguageTeaching,Inthe21thcentury,thecomingoftheglobalInterneterabroughtaneweducationmodeltothereformonteachingandeducation---OnlineEducation.Itisnotonlytheimportantpartofmoderndistanceeducation,butwillbethemaineducationmodelofthiscenturyinhigheducation.Onlineteachingbroughttheconveniencetoclassteaching,andevenmore,becameachallengetothetraditionalclassteaching.,1.Introduction,Thebestwayofachievingthegoodteachingeffectisthecomplementandco-existenceoftwoclassteachings.Class,asamongtheecologicalfactors,isthemainchannelofqualityeducationandofkeepingtheecologicalbalanceofteaching.Inthemicro-ecosystemofclassteaching,howtodeveloptheharmoniousrelationshipbetweenthembecomesthefocusoneducationreform.,1.Introduction,Teachers’mannerandstudents’attitudeinlearningbenefitfortheestablishmentofgoodecologicalbalanceatclass.Theconstructionoftwoimportantecologicalbalances:teachers’democraticmannerandstudents’automaticmannerintheteachingprocess,contributetothetwoconcerningecologicalfactors:teacherandstudent.,Introduction,2.Thenecessityofoptimizingtheecologicalclass,2.1Stateanalysis,2.2Theecologicalclassteaching,Intherecentyearstheinternationizedfeatureinthehigheducationhasbecomeclearerandclearer,however,CollegeEnglishTeachinginChinacannotmeettheinternationaldevelopment.Thoughmanyuniversitieshavemadesomereformsandattemptsinteachingsystem,modelandmethodandetc,itisnotnearlyenoughtochangeradicallythestateofCollegeEnglishTeachinginthehigheducation.,2.1Stateanalysis,Theexpansionofundergraduateledtotheteachingwayoflargeclasswhichtookbadeffectonorganizingtheinteractivitiesbetweentheecologicalfactors:teachersandstudents,orstudentsandstudentsatclass.MostClassarestillthe"One-wayPresentation"ofteacher-centeredmethod,the"InteractiveCommunication"ishardtoberealized.,2.1Stateanalysis,Teachingaimsattheexamination:Thisexamination-orientededucationsystembreaksthelawsoflanguagelearning,andstudentsarelackofopportunitiesinpractisingandusinglanguage,andlackofinteractivitiesbetweenteachersandstudents.Allthesedisadvantagescontributetotheloseofbalanceintheteachingecosystem,naturallystudentsareeasytolosetheiractivitiesandlearninginterests.,2.1Stateanalysis,Englishlearningisnotonlytostudyalanguageitself.Languageisthecarrierofculture.Theshort45minute-classhasnowaytocarryalltheserichculturalimplicationstolearners.ThepresentsingleEnglishteachingmodelcannotmeetthedemandsandlawsoflanguagelearning.Onlineclasss,asanassistedteachingwayofthetraditionalclass,canprovidetherichresourcesoflanguageandculture,andcanalsobringmorevisualresourcestohelplearnersunderstandandfeelthenativeaccent、nativeexpression.,2.1Stateanalysis,AsprofessorGuYueguoproposedthatonlineeducationcanprovidethebesteducationalecosystemforlearners.Internetprovidesabetterjointfortheintegrationbetweenclassteachingandinformationtechnology.Thecombinationoftwoclassteachingscanmotivateteachersandstudents,thetwoecologicalfactorstooptimizetheteachingprocessandlearningeffects.,2.1Stateanalysis,AmericaneducatorWaller.firstlyproposedthetheoryof“ecologyofclassroom”inhisSociologyofEducation.Fromtheperspectivesofeducationalecology,ecologicalclassmeansthatinclassteachingtheenvironmentshouldbeharmoniousandbenefitforstudents’sustainabledevelopment.Inthemicro-ecologicalsystemofclass,thefinalaimistodirecteducatees’bodyandmindtosuitthenaturalandsocialdevelopment,andpromotesocialprogressandecologicalbalance.,2.2Theecologicalclassteaching,Thecentralvaluesofecolgoicalsystemofeducationinonlineenvironmentistopromotetheachers’andstudents’all-rounddevelopmentintheinformationecology,andplaceemphasisontheharmoniousinterreactionbetweenman,technologyandteachingpractice.Onlineteachingmakesupforthalackoftraditionalclass,theco-exisistenceandcomplementofthevirtualandrealclassesbuiltupaneffectivelyecologicalenvironmentforstudents’automaticlearning.,2.2theecologicalclassteaching,Thetwocentralgroupsteachersandstudentsconstitutetwoimportantbalancesoftechingprocess:teachers’democraticmannerandstudents’automaticmannerinindependentlearning,whichnatruallybecomethekeysinthedynamicecosystembetweenteachingandlearning.,2.2theecologicalclassteaching,Intheeducationalecosystem,teachingisakeylinkandadynamicprocessreferringtotheharmoniousdevelopmentoftheecologicalfactorsduringtheclassteaching.Thepracticesindicatedthattheoptimizationoftheecologicalclassteachingcanberealizedonlythroughkeepingthebalanceoftwokindsofmannersintheprocessofteaching:teachers’democraticmannerandstudents’automaticmannerinlearning.,3.Thewaysofoptimizingtheecologicalclassteaching,Thewaysofoptimizingtheecologicalclassteaching,3.1teachers’democraticmanner3.1.1.Respect3.1.2.Expectation3.1.3Appreciation3.1.4.Encouragement3.1.5Empowerment3.2students’automaticmannerinindependentlearning3.3establishingtheinternetsuitabletolearners’independentlearning,Teachers’mannerasakeyfactorduringtheteachingprocessplaysanimportanthandinstudents’moraldevelopment.Theexpressionofgoodmannerasateacherhassomethingwithhisorhermoralandintellectualcharacter,andhisorherwholequality.,3.1teachers’democraticmanner,Inonlineenvironment,classistransformedfromtheteacher-orientedtothestudent-orientedteaching,Teacherisnotonlyateacher,butmoreafacilitator,organizer,supervisor,trainerorfriend.Asateacher,howtodocanformthedemocraticmanner?Firstly,teachershouldhavethedemocraticconceptinteachingprocess.Secondly,possessingmoreequallyeducationalbehaviorisverynecessarytoteachers,especiallytothedisadvantageousgroup.Thirdlyteacherwithagoodmannershouldbeofseveralconsciounesses:,Incontemporarysocietyandclassroom,respectgoesbothways.Itisnotagiven,andneedstobeearned.New-typerelationshipbetweenteacherandstudentinonlineenvironmentshoulddevelopthemutualrespect.,3.1.1.Respect,Allofstudentsdosomethinginthehopeoftheirsuccess,evenmoretheydevotetheir“expectation”toinnerconfidenceinlearninganddailylife.Thereforeteachersshouldbelievethateveryonewouldbesuccessful,andconveythisbelieftostudentsthroughteachers’eyes,smiles,intonationandetc,makethemfeelteachers’supportandfacilitation.,3.1.2.Expectation,Teachersshoulduseappreciationeducation,findstudents’“SparkingPoint”andappreciatetheirvalues,helpthemtocultivatetheSelf-confidence.Teacherswithgoodmannersareoftengoodatfindingtheirstrongpoint,commendandmoderatelyencouragethem,andletthemfeelthehappinessofsuccess.,3.1.3Appreciation,Teachersarenaturaladvise-giversandproblem-solvers.Teachersshouldshowtheirencouragementthroughthebehaviors.Whatteacherswanttodoistobecomeaguideorencouragerwhoassiststhestudentinexploringanddiscoveringvarioussolutionstohisownproblem.Theachievementofencouragementeducationalsodependonteachers’words,smilesandeyesorotherbodylanguagesandsoon.,3.1.4.Encouragement,Thepoweroverone’slifeisakeycomponenttoself-esteem.Empowermentforstudents,isthebetterwayofexperiencingtheabilitytomakeadifferenceinherlifeandinthelifeofthosearoundher.Andtheirsuccessescanalsosetupagoodmodelforotherstomotivatetheiractivityinteaching.,3.1.5Empowerment,Independentlearninginvolvespupilstakingtheinitiativeinrecognisinglearningrequirementsandundertakingactivitiestomeetthem.Onlineclassprovidesstudentswithafavorableenvironmenttoenablethemtobecomemoresuccessfullyindependentlearners.Moreimportantly,man’ssubjectiveinitiativeplaysadominatedroleinlanguagelearning.Learner’sself-independentlearningisakeyfactorinthesuccessionoflanguagelearning.,3.2students’automaticmannerinindependentlearning,Onlyestablishingthelearningpurpose,learnerscansetthelearninggoalsbasedontheirownlevel,andchoosethelearningcontentsdemandinginthecompletionoftheirlearninggoals,finallyrealizetheirlearningpurposes.,3.2students’automaticmannerinindependentlearning,Tothestudents,whatistherightmannerintheindependentlearning?Thekeypointisthateverystudentshouldsettheclearlydefinedgoalsinlearningtomotivatetheirinnerenthusiasmandinterest.Then,studentsshouldcultivatethehabitofindependentlearning,trainthegoodabilityoflearningandemotion,attitudeandvalues.Itisverynecessaryfortheauthoritiesorteacherstoofferthemexplicitinstructions,keepthemundersupervisation,givethemproperformativeevaluation.,3.2students’automaticmannerinindependentlearning,TheNetwork-basedinstructioncanhelplearnersstrengthentheirlinguisticskillsbypositivelyaffectingtheirlearningattitudeandbyhelpingthembuildself-instructionstrategiesandpromotetheirself-confidence.Theinternetsuitabletolearners’independentlearningisthebestwayofachievingsucharesult.,3.3establishingtheinternetsuitabletolearners’independentlearning,Firstistofullyusetheinternet.Onlineclassoffersthestudentstherichresourcesandwidespace,learnercanfreelychoosethecontentandexerciseswtihdifferentlevelstostrenthentheunderstandingofthestudiedknowledge,anddotheextensivereadingaboutthebackgroundinformationoflanguage.,3.3establishingtheinternetsuitabletolearners’independentlearning,Second,buildingagoodsystemofsupervisationTheoretically,theindependentlearninginonlineenvironment,learnercangetrichreferencematerialsandresources.Therefore,studentseasilyattainthelearningpurposeonlythroughchoosingthesuitablecontent,reasonableteachingmethods.Butinreality,therearesomestudentslackingtheabilityofcontrollingthemselves,ofself-managementandoffirmperseveranceinlearning.,3.3establishingtheinternetsuitabletolearners’independentlearning,Therefore,thebenefitablefeedbackshouldbebuiltupinthenetsystemtosupervizeandcontrolthelearningprocesssandcommenttheteachingresult,andtohelpstudentsformthehigheffectiveandindividuallearningway.Ontheonehand,studentcancheckhisorherownrecordthroughthenet,andonotherhand,teacherscanalsomaketheupdatescorebasedontherecordofexercisesandthecompletionofself-testonInternet,finallysetthetotalscore.,3.3establishingtheinternetsuitabletolearners’independentlearning,Theintergratedpatternofonlineandtraditionalforeignlanguageteachingswillbringoutamorefavorableenvironmentforthelearner,andsetuptheharmoniousrelationshipbetweenthetwocentralecologicalfactorsteacherandstudent.Inthewholemicroecosystemofclasslearner’ssubjectiveroleandteacher’sleadingrolearefullybroughtout,andthetwobalancesofthegoodteachingandlearningmannerarekepttooptimizetheecologicalclass.,Summary,1.金建生等,構建生命發(fā)展生態(tài)課堂[J].成都：《教育科學論壇》，2005.12.2.王東敏.關注課堂生態(tài)[J].杭州：《江蘇教育研究》，2004.9.3.王篤勤.大學英語自主學習能力的培養(yǎng)[J].上海:《外語界》,2002(5):17-23.4.王牧華、靳玉樂：生態(tài)主義課程思潮引論[J].沈陽：《遼寧師范大學學報》（社會科學版），2000.４.5.汪霞我們的課堂生態(tài)了嗎?[J].上海:《全球教育展望》（2005.5）6.文秋芳.《英語學習的成功之路》[M].上海:上海外語教育出版社,2003.7.張豪鋒，卜彩麗.略論學習生態(tài)系統(tǒng)[J].北京：《中國遠程教育》2007.4.8.BaileySteve,Excerptsfrom"DemocraticClassroom"Workshop,sbailey@moriah.nsw.edu.au,Bibliography,