《網(wǎng)絡(luò)教育環(huán)境下外語(yǔ)教學(xué)的生態(tài)課堂優(yōu)化.ppt》由會(huì)員分享，可在線閱讀，更多相關(guān)《網(wǎng)絡(luò)教育環(huán)境下外語(yǔ)教學(xué)的生態(tài)課堂優(yōu)化.ppt（35頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

網(wǎng)絡(luò)教育環(huán)境下外語(yǔ)教學(xué)的生態(tài)課堂優(yōu)化,張瑞紅韓久全河北農(nóng)業(yè)大學(xué)外語(yǔ)學(xué)院河北保定071000,摘要,生態(tài)危機(jī)是現(xiàn)代人類(lèi)面臨的“全球性問(wèn)題”之一。在全球生態(tài)化的影響下,研究者們運(yùn)用生態(tài)哲學(xué)的基本原理對(duì)教育系統(tǒng)內(nèi)部的各子系統(tǒng)進(jìn)行研究的過(guò)程中提出了教學(xué)生態(tài)觀。生態(tài)教育理念認(rèn)為人是信息生態(tài)系統(tǒng)中的“中堅(jiān)種群”，其核心價(jià)值是促進(jìn)人在信息生態(tài)中的全面發(fā)展。在教育的整個(gè)生態(tài)系統(tǒng)中，課堂作為其中的一個(gè)生態(tài)因子，是實(shí)施素質(zhì)教育的主渠道.教學(xué)過(guò)程就是學(xué)生、教師之間借助教學(xué)內(nèi)容、教學(xué)手段等進(jìn)行平等對(duì)話的過(guò)程。本文對(duì)針對(duì)近些年教育技術(shù)在教育領(lǐng)域的不斷應(yīng)用，基于教學(xué)過(guò)程中的兩個(gè)生態(tài)平衡：民主的教態(tài)和自主的學(xué)態(tài)，分析網(wǎng)絡(luò)教育環(huán)境下，外語(yǔ)教學(xué)課堂生態(tài)優(yōu)化實(shí)施的方法和途徑。關(guān)鍵詞：網(wǎng)絡(luò)教育，外語(yǔ)教學(xué)，課堂教學(xué)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(gòu)建生命發(fā)展生態(tài)課堂[J].成都：《教育科學(xué)論壇》，2005.12.2.王東敏.關(guān)注課堂生態(tài)[J].杭州：《江蘇教育研究》，2004.9.3.王篤勤.大學(xué)英語(yǔ)自主學(xué)習(xí)能力的培養(yǎng)[J].上海:《外語(yǔ)界》,2002(5):17-23.4.王牧華、靳玉樂(lè)：生態(tài)主義課程思潮引論[J].沈陽(yáng)：《遼寧師范大學(xué)學(xué)報(bào)》（社會(huì)科學(xué)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(yǔ)學(xué)習(xí)的成功之路》[M].上海:上海外語(yǔ)教育出版社,2003.7.張豪鋒，卜彩麗.略論學(xué)習(xí)生態(tài)系統(tǒng)[J].北京：《中國(guó)遠(yuǎn)程教育》2007.4.8.BaileySteve,Excerptsfrom"DemocraticClassroom"Workshop,sbailey@moriah.nsw.edu.au,Bibliography,