摘要
高等学校的语言教学活动主要通过听说和读写两类课程进行。在互联网普及的环境下,语言类课程的性质和特点更加适合移动终端下的自主学习,其体现了建构主义学习观。但是完全意义上的自主学习会导致学习效果的不可预估,有必要引入混合式课程教学模式,将教和学紧密结合起来。有效的混合式教学模式在网络环境和设备支持允许的情况下,需要学习主体的学习策略和教学主体的监控策略这两方面因素的共同参与。听说类和读写类课程混合教学模式设计的主要差异在于所需学习策略的不同引发了监控手段的区别。
Language teaching in higher education period is usually realized by courses of two majorcategories,they are Listening-speaking and Reading-writing courses.Against the background of thepopularization of Internet,language courses may be better received under the Blended Teaching Model bythe students in accordance to constructivists' views,which depends significantly on mobile terminals suchas PDA,smart phones and laptops.However,E-learning in absolute sense results in unpredictablelearning efficiency.Thus it is necessary to combine teaching to learning intimately through BlendedTeaching Model.The valid Blended Teaching Models are achieved not only by installing powerfulhardware but also participation of proper learning strategies and monitor means as well.The distinctionbetween the teaching design for Listening-speaking and Reading-writing courses lies in the aspect ofmonitor means which are triggered by different learning strategies.
出处
《河南社会科学》
CSSCI
北大核心
2015年第11期96-100,124,共5页
Henan Social Sciences
基金
2014-2016年山东省社科规划项目(14CWXJ58)
关键词
混合式教学模式
移动终端
语言类课程
学习策略
监控手段
Blended Teaching Model
Mobile Terminals
language courses
Learning Strategies
Monitormeans
