网络多媒体教学环境下的大学英语教师角色定位

网络多媒体教学环境下的大学英语教师角色定位（精选7篇）

网络多媒体教学环境下的大学英语教师角色定位 篇1

网络多媒体教学环境下的大学英语教师角色定位

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摘要:目前,我国大学英语教学正在进行一轮新的改革,其中一个重要组成部分就是要改革传统的教学模式,建立基于计算机的英语多媒体教学模式。以建构主义理论、第二语言习得理论为基础,教师在新的教学模式下应扮演多重角色,不仅是课程的设计者、组织者,还应当是教学过程中学生建构知识的积极引导者、帮助者和促进者,也是课堂活动的参与者。

关键词:大学英语;多媒体教学模式;教师角色

中图分类号:G451.2文献标识码:A文章编号:1671-0568(2010)29-0014-02

随着计算机技术的飞速发展,计算机作为一种辅助英语教学的手段越来越广泛地应用到课堂教学当中。最新的ELT(English Language Teaching)理论强调语言学习是一个教与学、教师与学生之间的互动过程(Interactive Process)。由此,网络环境下大学英语教师角色转型已是势在必行。大学英语教师的角色定位应从传统的被动受训、被动传授的地位转向主动探索和自主发展教学的模式。

一、网络多媒体教学环境的特点

《大学英语课程教学要求》规定各高等学校“应大量使用先进的信息技术,开发和建设各种基于计算机和网络的课程,为学生提供良好的语言学习环境与条件”,肯定了网络多媒体辅助外语教学的教学模式,要求“各高等学校应充分利用现代信息技术,采用基于计算机和课堂的英语教学模式,改进以教师讲授为主的单一教学模式。新的教学模式应以现代信息技术、特别是网络技术为支撑,使英语的教与学可以在一定程度上不受时间和地点的限制,朝着个性化和自主式学习的方向发展。”

网络化外语教学拓展了教学的时间和空间。随着我国计算机网络技术的发展和教学软件的开发,英语多媒体网络教学的优势日渐显现出来。其显著优势之一,在于教师通过利用网络、多媒体教学,营造生动活泼的教学环境,提高了教学效率和教学质量。多媒体教学利用文字、图形、图像、动画、视频、音频一体化界面,加大了对学生的感官刺激,使教学变得形象化、立体化和生动化,从而提高了学生的学习兴趣。在多媒体技术的扶助下,教师的角色也正从单纯的讲解者和指挥者转向多元化。

二、网络多媒体教学中引发教师角色转变的因素

1.教学权威资源重配而导致的教师角色转变

相对于传统的教学模式而言,网络多媒体形成了新的教育环境,教师将面临与网络分享权威的境地。从权威的作用结构来看,由教师独占的单一权威向与网络分享的多极化权威发展;从权威的作用时空来看,教师权威已不限于学校里的时间与空间;从权威作用的方式来看,由过去单一的师生面对面交往转化为面对面交往、网上交流等多种模式共存的多元化交往。因此,在网络多媒体环境中,学生和教师在机会更均等的条件下共同分享权威资源,能够实现权威资源的公平配置。但是,这样也容易导致教师在教学活动中权威地位的丧失。因此,教师必须实现由学生学习的控制者到学习的参与者的角色转变。

2.教学活动中心调整而导致的教师角色转变

在引入网络多媒体之前的传统教学模式下,教师在教学活动中扮演着知识灌输者的角色,以“讲”为中心开展教学活动,容易导致学生被动接受知识而忽视主动学习。网络多媒体教学综合利用声、图、文等多种媒体技术,能够提供界面友好、形象直观的交互式学习环境,实现对学生多种感官的综合刺激,提高学生对知识的获取效率,延长保持时间。在此模式下,知识传达的大部分任务由网络媒体代替教师承担,而教师则应考虑如何引导学生更好地接收、理解知识,教学活动的中心转到了学生身上。因此,教师必须实现由知识的传授者到学生主动学习知识的指导者的角色转变。

3.教师情感障碍应对而导致的教师角色转变

情感因素在语言学习中具有重要的意义:压抑、自我封闭、乏味的感觉会严重影响学习效率;而专心、积极、自信的感觉则会有效地发挥乃至放大学习潜力。在传统的教学模式下,可以通过教师个人魅力和教学技巧的发挥,活跃课堂气氛,引导学生积极参与。但碍于当前科学技术的发展水平,单纯利用网络多媒体完成的教学缺乏实时的情感交流——即存在所谓情感障碍的问题。因此,在网络多媒体环境之下,教师要把握好适度运用网络多媒体技术手段的原则,应将自身定位成弥补情感缺失、实现情感交流的“课堂主持人”,而切忌将自己降格成为“电脑操作员”。

三、网络多媒体环境下大学英语教师的角色定位

多媒体技术确实给外语教学带来了很多好处。但要让多媒体为学生提供真正有效的指导和帮助,教师就面临着自身角色的重新审视和定位。

1.在培养学生的学习自主性方面,教师是知识意义建构的帮助者、促进者

多媒体网络教学已代表一种全新的教学模式进入了大学英语的教学课堂,这种模式要求突出学习者的主体地位,以学生个性化学习方法的形成和学生自主学习能力的发展作为最终目标,自主性地形成和发展,离不开教师的正确引导,学生主体要与教师主导相结合,才会产生积极有效的教学活动。许多学生一开始接触多媒体教学时热情很高,一段时间后,实际学习效果与他们的期望值存在很大差距时,便失去了学习积极性。教师的专业知识和经验可帮助学生正确确定学习态度和方向,帮助学生掌握一些学习技巧,了解语言学习特点和规律,使其能更好地实践自主性学习。

2.教师是教学过程中的组织者、设计者

在多媒体辅助教学的模式下,教师还承担着安排课堂学习活动和协助组织课外互动合作的重要任务。一般来说,多媒体辅助英语学习活动分为个体活动、两人活动和小组活动三类。教师需要向学生介绍某种活动的具体程序,阐明活动的类别,指出该活动对于提高英语学习的意义。对于具体的课堂活动,教师则应首先给出详细规则,如果是小组活动还应分组。当确信学生清楚自己的责任之后,方能下达开始命令。对于学生的课外自学活动,教师有责任帮助他们利用各种渠道和平台开展活动。与此同时,教师又承担着协调责任。当学生碰到棘手的问题时教师应积极介入,作为中间人(middle-man)主动参与矛盾的解决。

3.教师是学生学习活动的参与者

多媒体教学具有较强的交互性,教师应设计一些协作性强的教学活动并参与其中,这对于提高学生参与程度、改进教学效果都有积极影响。这就要求教师具有不断学习、更新知识的意识,以便迎接未来的各种挑战。

4.教师是检测者、评估者

在多媒体辅助教学模式下,学生自主学习的空间比较大,学习内容比较广,教师要对学生的学习过程和内容多加关注,既要发挥学生的主动性,又要使他们的学习掌握在教师的监督之下,定时对学生的学习效果进行检查、评估。只有对学生的自主学习效果作出正确的评估,才能继续下一步的具体教学。教师应该在评估方法和评估内容方面多加研究,找到有效的方法和途径。

总之,在多媒体网络教学中,教师是主导,学生是主体,教师应借助多媒体创设语言环境,充分调动学生的主动性,使学生由传统教学中的被动学习者转变为新的教学模式下的自主学习者。多媒体教学对教师提出了更大的挑战,需要比在传统教学中更加积极地发挥作用,扮演多重角色,才能适应时代对大学英语教师的要求。

参考文献:

[1]彭敏等.大学英语多媒体教学的实践与思考[J].沈阳农业大学学报,2006,(3).[2]王冬杰.多媒体技术与大学英语教学[J].沈阳建筑大学学报,2007,(2).[3]马俊波.论高校CALL的发展定位[J].山东外语教学,2000,(3).[4]李萌涛.多媒体投影英语课堂教学初探[J].外语界,2001,(3).

网络多媒体教学环境下的大学英语教师角色定位 篇2

关键词：网络,大学英语,教师,角色

近几年, 大学英语教学进行了巨大的改革, 网络技术被广泛应用于教学当中。这一改革不仅提高了大学英语的教学效果, 还促使学者对大学英语教师的角色进行重新定位。

一、网络环境下大学英语教学的新特点

(1) 强调学习资源的丰富化。丰富的资源是网络环境下大学英语教学的新特点之一。通过网络, 教师和学生可以随时随地共享最新的最全的英语学习资料, 例如英语视频、音频、文献等。网络环境下的大学英语教学模式利用丰富的网络资源为水平不同、兴趣不同的学生提供了更为广阔的英语学习空间。学生不再是知识的被动的接收方, 教师也不再是学生信息来源的垄断者。

(2) 强调教学手段的多样化。网络教学模式是一种以计算机、网络以及多媒体技术为依托的新的教学方式, 能够将图形、视频、音频以及文字等信息纳入同一学习平台, 为学生创造一种开放式的学习空间。因此, 网络教学模式应用于大学英语教学中能够使教学手段进一步的丰富。学生可以根据自己的需求进入不同的模块进行自主学习。教师可以利用这样的平台进行教学, 与学生互动。这样一来, 教师就打破了传统教学模式中仅仅是“知识传授者”的局限, 不仅仅是“教”, 还将作为学生学习过程中的幕后策划者参与到学生的英语学习过程中, 帮助其解决学习中的困惑, 指导他们达到学习目标。

(3) 强调个性化。传统教学模式更强调的是学生学习的全面性, 忽视了学生个性的培养。而网络教学是由“个性化的教”和“个性化的学”两模块组成。在网络英语教学过程中, 学生学习英语在很大程度上避免了时空的干扰, 真正实现个性化的学习。

二、基于网络环境下大学英语教师角色定位

(1) 学习资源的提供者。对于网络环境下大学英语的教学而言, 学生要以网络平台为依托利用各种资源进行学习, 达到预设的学习目标。因此, 在大学英语教学过程中, 教师不再只为学生讲解单词涵义, 分析课文;教学过程不再是单纯的语法知识的传授过程。教师要向学生介绍如何利用网络获取英语学习资源, 如何筛选英语学习资源, 如何有效地利用各种英语资源进行学习。这就要求教师转变为学生英语学习资源的提供者。

(2) 学生学习的引导者。新时期的大学英语教学, 更加凸显了学生在整个教学中的中心地位, 强调学生的主体地位。在网络环境下的大学英语教学中, 由于引入网络平台, 教师在教学过程中可以更加有效地运用合作、探究以及自主学习等教学模式, 而这些教学模式的有效开展的前提是需要教师在教学过程中精心引导, 从教学的前台走到幕后, 这样才能够更有利于学生成为英语课堂教学的主角, 更加有效地运用各种教学模式进行教学。因此, 教师在网络环境下的大学英语教学过程中要扮演着引导者的角色。

(3) 学生学习兴趣的激发者。在网络环境下的大学英语教学过程中, 教师不仅仅要向学生进行语言输入, 更要注重学生语言技能的培养。因此, 这就要求教师在教学中起着中介的作用, 但是与传统教学模式中作为信息传递者的中介作用有着根本的区别。在网络环境下的大学英语教学中, 教师要能够激发学生的学习兴趣, 帮助学生利用网络平台进行主动的学习, 学会学习, 获得处理问题、适应各种文化情境和社会变化, 以及应对各种挑战所需的知识、技能和策略。

(4) 学生学习的检测者和评估者。在网络环境下的大学英语教学中, 学生进行学习的空间比较大, 学习内容比较广泛。因此, 教师要对学生的学习过程和内容多加关注, 作为学生学习的检测者和评估者的角色出现, 要定时对学生学习情况进行评估和检查。只有对学生在网络环境下学习英语的效果做出正确的评价, 才能够更加有效地进行深入的学习指导。

参考文献

[1]张春艳.大学英语自主学习中教师角色的调整[J].吉林省教育学院学报, 2008 (12) .

网络多媒体教学环境下的大学英语教师角色定位 篇3

现阶段，高校英语教学渗透多媒体技术是大势所趋，而且在很多情形下，学生们都倾向于多媒体网络技术的引入，并且会更有兴趣的完成课堂任务。

一、基于网络环境下的高校英语教学的优势特征 在陈旧的教学模式中，学生们由于环境与条件的制约无法真正发挥主观能动性，更别说自助式学习了。借助于网络技术有利于为自助式学习提供便捷式的条件，给学生适当地学习自主权，也能最大程度地推进个性化教学，提高教学的互动性。网络环境下的英语教学有以下优越特征：

1.网络环境有利于营造交流协作的学习环境 网络环境以其形象生动地特征，在英语教学中焕发出光彩夺目的魅力，这对于激发学生的学习兴趣、实现趣味性教学是大有裨益的。网络环境从本质上来讲有利于学生之间的交互，也能够提高师生之间的课堂互动，进而为学习者提供探索式的创造机会，不过问题在于网络只是一个学习的平台和载体，是一种教学辅助手段，不能起到“绝对”地培养学生整体英语水平的功效。

2.网络为每一位学生自助式探索问题提供了肥沃的土壤 网络技术中有庞杂的知识资源，这些资源为学生构建了稳固的英语学习平台，便于师生的互动，不断地激发学生学英语、用英语的兴趣，有利于为大学生更好地探究、自主学习英语提供必备地保障。

3.网络传导的知识、信息量大，给学生带来了大量感性材料 大学英语本身就是一门系统性和连贯性很强的学科，不可能仅靠一朝一夕的努力就能学好，牵涉到大学生应知应会的英语基本词汇、语法、句型、听力、口语等多方面内容。而多媒体网络的存储信息容量大，且较为灵活，正好能储存这些“零碎”的知识点，为学生学英语准备丰富的“知识宝库”。 二、网络环境下大学英语教学的新特点 1.强调学习资源的丰富化。丰富的资源是网络环境下大学英语教学的新特点之一。通过网络，教师和学生可以随时随地共享最新的最全的英语学习资料，例如英語视频、音频、文献等。网络环境下的大学英语教学模式利用丰富的网络资源为水平不同、兴趣不同的学生提供了更为广阔的英语学习空间。

2.强调教学手段的多样化。网络教学模式是一种以计算机、网络以及多媒体技术为依托的新的教学方式，能够将图形、视频、音频以及文字等信息纳入同一学习平台，为学生创造一种开放式的学习空间。学生可以根据自己的需求进入不同的模块进行自主学习。教师可以利用这样的平台进行教学，与学生互动。这样一来，教师就打破了传统教学模式中仅仅是“知识传授者”的局限，不仅仅是“教”，还将作为学生学习过程中的幕后策划者参与到学生的英语学习过程中。 3.强调个性化。传统教学模式更强调的是学生学习的全面性，忽视了学生个性的培养。而网络教学是由“个性化的教”和“个性化的学”两模块组成。在网络英语教学过程中，学生学习英语在很大程度上避免了时空的干扰，真正实现个性化的学习。 三、基于网络环境的大学英语自助式学习的教学方法 1.培养学生自助式学习英语的能力 当前新课改大学英语倡导模块化教学，这正为学生自助式学习提供了优越的条件。教师要有规划、有步骤地用网络展示所学内容，请大学生自主查阅资料、浏览每一个模块的内容，巩固课堂所学的知识，并做好听、说、读、写方面的训练，进而选择学习的方向。教师不直接介入学生自助式学习的环节中，而是控制课堂的进度、组织教学，及时地总结知识要点、答疑解惑，并对学生自助式学习效果进行科学性评价。

2.创设新颖灵巧的教学情境，带动学生自助式学习的劲头

网络的学习功能特别强大，教师要善于开发利用英语教学资源为课堂服务。例如，在上课开始时，教师可播放一段经典好莱坞影片的片段，促使学生养成“看英文电影、训练英语能力”的良好习惯，这不仅增强了课堂的趣味色彩，还能帮助学生练习英语听力，教师要请大家试着用英语复述网络片段的情节大意。以此为契机，教师可引领全体学生投入到新课的学习中，请大家合上教材，在多媒体网络上播放本节课的录音，让学生把大致的意思阐述一遍，并请各位用英语回答相关问题。这种巧借网络推动学生学英语的途径，真正将学生作为课堂的主体，由学生独立完成既定的任务。 3.开发网络教学资源，弥补教材的局限性

网络提供了太多的英语教学资源，教师要注意甄别，选取适合学生实际英语水平，在其能力掌握范围以内的信息资源，积累英语文化。比如在记忆单词时，借由网络展现拆分法和联想法，提高学生记单词的效率，弥补教材不足；学非谓语动词时，在网络环境下可对主动、被动语态进行分类汇总、整合，便于为学生梳理知识点。 四、基于网络环境下大学英语教师角色定位 1.学习资源的提供者。对于网络环境下大学英语的教学而言，学生要以网络平台为依托利用各种资源进行学习，达到预设的学习目标。教师要向学生介绍如何利用网络获取英语学习资源，如何筛选英语学习资源，如何有效地利用各种英语资源进行学习。这就要求教师转变为学生英语学习资源的提供者。 2.学生学习的引导者。在网络环境下的大学英语教学中，由于引入网络平台，教师在教学过程中可以更加有效地运用合作、探究以及自主学习等教学模式，而这些教学模式的有效开展的前提是需要教师在教学过程中精心引导，从教学的前台走到幕后，这样才能够更有利于学生成为英语课堂教学的主角，更加有效地运用各种教学模式进行教学。因此，教师在网络环境下的大学英语教学过程中要扮演着引导者的角色。 3.学生学习兴趣的激发者。在网络环境下的大学英语教学过程中，教师不仅仅要向学生进行语言输入，更要注重学生语言技能的培养。在网络环境下的大学英语教学中，教师要能够激发学生的学习兴趣，帮助学生利用网络平台进行主动的学习，学会学习，获得处理问题、适应各种文化情境和社会变化，以及应对各种挑战所需的知识、技能和策略。 4.学生学习的检测者和评估者。在网络环境下的大学英语教学中，学生进行学习的空间比较大，学习内容比较广泛。因此，教师要对学生的学习过程和内容多加关注，作为学生学习的检测者和评估者的角色出现，要定时对学生学习情况进行评估和检查。只有对学生在网络环境下学习英语的效果做出正确的评价，才能够更加有效地进行深入的学习指导。

参考文献：

[1]王玉琴，王咸伟. 网络环境下高校学生的自助式学习和自我评价研究[j]. 现代远距离教育， 2012（02）

网络多媒体教学环境下的大学英语教师角色定位 篇4

大学英语网络教学模式下教师面临的挑战及其角色定位

<大学英语课程要求(试行)>指出大学英语教学应利用多媒体和网络技术,采用新的教学模式,使英语教学不受时间和地点的限制,朝着个性化学习,自主式学习方向发展.新模式的采用对教师提出了新的挑战并会引起教师的`角色发生转变.文章从学生,教师对于大学英语网络教学模式的适应和对语言活动的不同认识探讨了教师所面临的挑战,指出网络教学新模式对教师提出了更高的要求,并在此基础上提出了教师的角色定位.

作 者：周恩 ZHOU En  作者单位：上海中医药大学,外语教学中心,上海,03;上海外国语大学,上海,83 刊 名：四川教育学院学报 英文刊名：JOURNAL OF SICHUAN COLLEGE OF EDUCATION 年，卷(期)： 23(9) 分类号：H319.I 关键词：网络教学新模式   挑战   教师的角色定位  

网络多媒体教学环境下的大学英语教师角色定位 篇5

内容摘要

根据新课标，高中英语写作教学越来越重视学生的独立、协作、创新和利用多媒体网络进行交流学习、搜索信息的能力。令我们欣慰的是，现在多媒体网络技术恰好能够满足新课标各个方面的要求。多媒体网络写作教学有许多的优势是传统写作教学无法超越的。在教学过程中，老师能够提供多种多样的刺激材料，并且能够利用多媒体网络平台进行独立搜索、处理材料，他们能够互相交流、讨论作文主题、互相评价作品。然而，多媒体网络写作教学也有它本身的缺点，因此需要我们付出巨大的努力去克服它们，唯有通过这种方式，我们才能得到好的教学效果。

关键词： 多媒体网络

写作教学

信息培养

交流

i

Abstract The new request for the senior high school English writing in accordance with the new curriculum standard values more and more the abilities of students’ independence, cooperation, innovation and application of a multi-media network to carry on communicating study and searching information.What makes us happy is that the multi-media network technology just can satisfy all the above aspects of the requests of the new curriculum standard at the right moment.Comparing the multi-media network writing teaching with traditional teaching, the former has more advantages than the latter.During teaching, the teacher can provide various stimulating materials, and the students can make use of a network platform for independent search for and processing of materials.They can also communicate and discuss the topics and evaluate works with each other.However，the multi-media network writing teaching also has shortages of itself, so it needs us to make great effort to overcome them.Only in this way can we get a good teaching effect.Key words: multi-media;network;writing teaching;information cultivation;communication

ii

Contents

1.New Request to the Senior High School English Writing..................................1 2.Comparison of Writing Teaching between Two Modes.....................................2

2.1 The definitions of the two concepts.............................................................................2 2.2 The advantages of the teaching under the multi-media network.............................2

2.2.1 The comparison of teaching means......................................................................2

2.2.2 The comparison of teaching content.....................................................................3

2.2.3 The comparison of teaching effect.......................................................................4

2.2.4 The comparison of teaching roles.........................................................................5

3.Writing Teaching under Multi-media Network Environment.........................6

3.1 Preparation before class...............................................................................................6 3.2 The classroom writing teaching...................................................................................6 3.3 Writing communication on network platform after class.........................................8 3.4 Students’ and teachers’ work before presenting the works......................................8 3.5 Evaluation of the students learning............................................................................9

4.Solutions in Multi-media Network Environment Writing Teaching.............9

4.1 Problems........................................................................................................................9

iii 4.1.1 The poor ability of teachers’ educational technique.............................................9

4.1.2 The low level of students’ information literacy..................................................10

4.1.3 The disorder and overflow network resources....................................................10

4.1.4 Using multimedia too much...............................................................................11 4.2 Solutions......................................................................................................................11

4.2.1 Improving teachers’ ability of using multi-media network................................11

4.2.2 Paying attentions to the development of the information literacy of students...11

4.2.3 Raising the discrimination and inspection ability of information......................12

4.2.4 Combining the multi-media and traditional teachings together.........................12 5.Conclusion........................................................................................................................12 References Acknowledgements iv

Senior High School English Writing Teaching under the Multi-media Network Environment

1.New Request to the Senior High School English Writing The request of new curriculum standard promulgated in 2003 for senior high school student’s writing skill has exaltation on the foundation of original English syllabus in Senior High School.This new request mainly focuses at: if students can independently draft a simple report;if they can write a brief story according to the pictures;if they have the ability to reorganize the text as short play;if they can write memos, simple letters and greeting cards with the fitting language;if they can describe persons or affairs and express their own views;if they can fill in forms relating to personal circumstance;if they can write a short composition which has coherent language meaning and complete structures.What’s more, the writing skill’s request to graduate students in the senior high school also becomes higher and more concrete than before.For example:(1)students can write summary, report, notice, and official business letter in English and so on;(2)they can describe scenario, attitude and feelings in English more detailed and vividly;(3)they can elaborate their own standpoints and comment the standpoint of others with proper literary style and accurate phrases;(4)they can fill in various forms and write resumes or applications;(5)they can make not-professional translations and so on.Curriculum standard not only emphasizes the request to the students’ ability of writing, which trains students to have the ability of expressing fact, standpoint, emotion and communicating information;cultivates student’s writing habit of norm;trains students to have the ability of problem analysis, problem-solving, and developing their judgment thinking, but also emphasizes to raise students’ own attainment which needs to take students as corpus and make students the center;to develop students the ability of independent learning and cooperative learning;to cultivate students the ability of using comprehensive language;to make students foster English cultural consciousness;to train students’ ability of obtaining information and processing information.However, teaching under multi-media network environment just can well meet the new request of new curriculum standard, and it also matches the teaching views of constructivism and humanism which are helpful for raising students’ ability of using synthesize language completely, and developing the student’s English writing skill in the environment of the good multi-media network adequately.2.Comparison of Writing Teaching between Two Modes

2.1 The definitions of the two concepts Multi-media network English teaching mode: it carries out English teaching with computer and network, mutually combined with the control centre, which including the video present, projecting apparatus, DVD, recorder and acoustic equipments for the multi-media platform.It can get support from the comprehensive usage of various media in English cultural background teaching.Many techniques and methods are used for the teaching of English, for example, the computer supporting facilities, broadcasting, television, movie, and electronics publication etc., which concretely includes songs, brief strokes, slides, videos, video frequency CDs, animations etc.This mode really makes teachers, instructional media and teaching effect truly attain three-in-one.Traditional English teaching mode: it takes teachers as the center.Teachers explain knowledge in detail, with various simple media as teaching means and methods introducing knowledge to students.In this mode, students passively accept knowledge that the teacher teaches.In a word, teachers teach on their own initiative, and students are the passive receivers of the external world incitement of knowledge, and the teaching materials are the contents that the teachers instill towards the students, and simple instructional media are the mainly methods and means that the teachers instill towards the students.Teacher, student, teaching materials, which have their respective clear functions, and the relation between each other is explicit.It becomes a kind of stable structure form of teaching activity progress, and namely teaching mode.2.2 The advantages of the teaching under the multi-media network 2.2.1 The comparison of teaching means For the writing teaching in traditional senior high schools, teachers are the whole center of teaching, and students are just the passive receivers.In class, teachers explain vocabularies of writing in detail, analysis sentence structures, provide excellent examples on the blackboard for students, and let all students carry on writing around a given topic.After class, teachers correct the students’ compositions in a very slow speed, so what the students have to do during the time is to wait patiently for the results that the teacher will give them.We can obviously get that this kind of mode is impossible to arouse students’ strong interests in writing, and the articles all the students write will be likely to be monotonous.It may not agree with the tunnel expression method in English, and students can’t have innovation and creation, either.The multi-media network teaching is a kind of mode which gathers various teaching media, such as texts, pictures, animations, voices and so on.It can provide students with the incitements of various senses which will be helpful for students to obtain and keep knowledge, and also largely stir up students’ enthusiasm in studies.What’s more, it can encourage students to participate actively in classroom, and then raise the teaching efficiency.Teachers make use of the multimedia to change the writings on the blackboard into vivid pictures or animations of image, and pleasing music is regarded as the tools of teaching.In this way, it not only saves time of writing and painting on blackboard, but also it extends the capacity of teaching, and makes the important and difficult points of knowledge outstanding.Multi-media and provides a comfortable writing environment for students more easily to comprehend and master the knowledge and technique of English writing.After class, with network platforms like BBS,E-mails, teachers can organize students to carry on discussions for exchanging views, evaluating and correcting the compositions for each other, and it not only can help save a lot of time for teacher’s correction of compositions, but also can it make students know the shortages of standpoints in their own compositions in a short time, so they can correct the mistakes in time.2.2.2 The comparison of teaching content The content of teaching in the traditional teaching is usually from teaching materials.Teachers select a suitable writing topic according to the contents of teaching materials.Some teachers may also give students some excellent texts that they collected, provide some thinking ways of writing.Comparing with the traditional teaching, the multi-media network teaching has advantages of abundant resources in this aspect.Firstly, the teaching content of courses not only come from teaching materials or some excellent examples, teachers can also collect related background information, pictures, animations on the network according to the students’ circumstance.After collecting something like social current trend of events, the general knowledge of daily life, then teachers can create these materials into elegant PPT and provide vivid writing scene for students.Secondly, students can surf the Internet to look for various resources in different websites and collect materials which they are interested in and put them onto the internet forums of their own class.They can share them with other students or e-mail them to the teachers which can provide good writing topics as a certain reference for teachers’ writing teaching.The content made in this way is not only easier to help stir up the students’ interest in writing and help develop their ability of imagination and innovation which is advantageous to a student to write a good work in a different angle or standpoint, but also it can help broaden students’ visual fields, and help develop the ability of collecting information resources and acquiring knowledge independently.For example: students can use the websites of English countries to look for rich write materials, which not only can make them understand foreign culture better, but also help the students be able to create tunnel English compositions.2.2.3 The comparison of teaching effect In traditional writing teaching mode, teachers are the only organizers and governors of teaching process.Content of course is monotonous and the way of teaching is tedious.Students are just placed in one passive position and obedient to whatever the teachers say, so they are not easy to take actively part in the process of writing teaching.What’s more, students can hardly write an tunnel article naturally, and usually all the articles are monotonous and have much grammar and expression mistakes, lacking innovation.In multi-media network teaching mode, the blending of texts, graphics and audio-visual courseware can active classroom’s atmosphere;and it also can make the abstract texts changed into pictures and animations which is a good way for students more easily to accept knowledge.Teachers’ establishment of writing environment with meticulous care is advantageous to produce out works of creation in special viewpoints.Teachers can organize students to form groups and carry on discussions for exchanging thoughts and which can largely improve students’ language organizational skill, also it is advantageous to the development of their ability of cooperation learning, and forming well-knited writing thought.Students also can make use of campus network or Internet to collect writing materials and look for excellent writing examples, which are advantageous to cultivating their information literacy.And on the network platform, the students can evaluate and correct their works with each other, which can promote the exchanges and cooperation of each other.The teachers carry on the process of correcting students’ work online and make feedback more quick.And, teachers can make use of the multi-media network according to different students’ study levels and characteristics to design all kinds of writing practices for them.This is very advantageous to carry on individual teaching and to teach according to students’ abilities.So the use of multi-media network teaching can make the teaching effect a very great exaltation.2.2.4 The comparison of teaching roles In traditional writing teaching process, teachers are the main roles in teaching stage, however, students are just some audiences.While having a class, teachers only stand on the platform with blackboards, teaching materials, and the oral communication language to provide knowledge for students.In the same time, students just listen to the teacher’s arrangement and passively accept knowledge, have no chance to express the views of them.So this kind of mode is not a good way for students’ creation and improvement in writing.The multi-media network teaching brakes this kind of mode which takes teachers as the center of teaching process, and it pays attention to the characteristics of activity, interaction and cooperation, independence of teaching and treats students as the corpus of teaching, with teachers as the participants of language activity, the promoters of information, the instructors, governors of classroom activities, the inspirations of teaching activity and examiners of students information feedback.When having a class, the teacher can provide some writing materials and organize students to form several groups to carry on discussions according to the students’ different characteristics.In this process, teachers should not interrupt the students’ discussion, but they can provide some suggestions and guidance to students which can help students discuss in a correct direction.Students can make use of network resources to choose writing topics which they are interested in.What’s more, they can also become members of writing evaluation, and carrying on an evaluation to the works of others is a good way for students to know the shortages of themselves.The conversion of teaching roles makes students more active in writing class, and they also can form the ability of independent study.By evaluation and correction works with each other, students’ abilities of analysis, dealing with writing information will raise a lot.3.Writing Teaching under Multi-media Network Environment In the process of writing teaching, teachers can make use of multi-media network to establish vivid writing environment.They can also adopt the teaching method of task-driving, which is a multi-layer and multi-angles teaching strategies, to guide students how to take a participation of thought.What’s more, they can make use of the network to establish a communication platform for cooperation learning, correcting and evaluating works with each other to raise students’ abilities of evaluation and cooperation study.3.1 Preparation before class Teachers can make use of some Internet indexes to look for materials which has something to do with the composition topic of this lesson.For example: the background materials of writing topics, relevant pictures, videos, audios and so on.And teachers also must prepare the new vocabularies, sentence structures that may use during the class, and they should change these materials into elegant multi-media courseware for a full use in class.Teachers can go to some special subjective websites on writing to look for and make references to some excellent writing courseware, then form their own well-waving teaching courseware according to the students’ characteristics and need of teaching.3.2 The classroom writing teaching We should establish various environments of writing teaching for the students.Firstly, you can use the real objects to make environment for writing.For example: if you want to write an article about the statue of Liberty in America, teachers can present the pictures of the statue on the multimedia, then he may also enlarge some details of the pictures, so the students can easily describe the characteristics of the statue of Liberty through observe the pictures carefully.Secondly, it is a good way to represent some cases when you make environment.If there is an article concerning history affairs, how can teachers let students feel its social background and the statement of the people’ thought a lot of years ago.Then the function of multi-media can be highlighted at this time.We can make use of multimedia to project a video concerning this history affairs, so students can not only feel the social atmosphere personally on the scene, but also can easily stir up their inspirations of writing.Thirdly, using story to make writing environment For example: teachers can display a few story pictures for students firstly, then let students discuss and imagine the story and development of the plots in the pictures.Then students weave their own stories and performance the stories in front of the class.Teachers should remind students of noticing the beginning, development of the story, and paying attention to the design of suspense.Finally, students can finish a well-knitted article in a good way which can train a student to obtain and handle information effectively, it can also help students raise the ability of analyzing and processing problems according to the information that students has got, and it makes the students get initial understand of the English manuscripts.Fourthly, you can make use of the network to establish write environment.Teachers make use of a forum on the network, such as BBS, e-mail, wiki and so on, and then they can imitate the daily life scenes of foreign countries which speak English to establish a scene communicating in English.Such a good environment is helpful for students’ English writing, and it can raise the ability of a student to communicate and express his own opinion.Teachers can provide digital sharing resources, like foreign culture, politics, customs etc.and this is helpful to cultivate students English cultural literacy, because the biggest problem students facing in the past is that they always write English articles with Chinese language, which does not agree with cultural habits of English nation.Organizing group cooperative communication is also an important thing.When teachers have established writing scene and have provided writing materials for students, they can organize students to form groups for cooperation learning and exchanging views.Because different students’ Cognitive level, experiences are different, making students communicate their own standpoints with each other, is helpful for mobilizing the enthusiasm of the classmates, and it also help students find out the shortages of themselves, then they can correct the mistakes in the way of thinking in time.After students can mutually communicate the standpoints of the materials provided by teachers, students can discuss the way of write thinking with each other, and generalize the approximate frame of a work;finally they should display the achievement in front of all classmates.As a group，students must understand the meaning of what has been presented, and how the multi-media to do the work well for conveying their topic of interest.The students should choose a leader in their groups and organize different tasks with their members.3.3 Writing communication on network platform after class Because of Internet and the establishment of campus network, the interaction between the teachers and students extends from the classroom to outside, from solid time to any time.This gives teachers and students opportunity of mutual communicating during class or after class.Students can use network, like e-mail, BBS, forum, communicate with each other and discuss something about writing together.Teachers can take advantage of forum to send out writing topics, then students can discuss their own standpoints with each other directly.What’s more, if students have any questions, they can ask teachers for help by e-mails, and teachers will have a man-to-man solution patiently.Students’ can correct and evaluate compositions with each other on the network.For example: whether the contents is complete;whether there is some spelling mistakes in the compositions;whether the usage of phrases and vocabularies is correct;whether it is logically organized;whether article structure is tightly packed and so on.They can also share their own collects of excellent resources with each other.Because resources on the network are very abundant, the students can make use of index tools to collect writing-related materials, and go to some special subject websites of writing to read the excellent examples of article, they can also make use of the excellent resources that classmates have already collected and shared in the network forum.For example: students want to write an article on the topic of “The nation that I like most”, they can form their own writing ways of thinking after searching electronic resources on the network, or landing on some websites to seek some related materials, then tiding these materials up.3.4 Students’ and teachers’ work before presenting the works After teachers’ guidance, students’ correction and evaluation with each other and classmates themselves’ modification, a complete composition is finished.Then students can make use of e-mails to hand over the composition to teachers for a further correction.After correcting the compositions, the teacher can feedback the results to students by e-mails in time, so students can rectify the given mistakes in the works in a very short time, then finally they will finish a perfect work.At last, students can put the final works on the presentation platform in the network of their own class, sharing them with other classmates or they can make use these works themselves later.Also they can put the works on their own blog, as their own diaries of study growth.3.5 Evaluation of the students learning Because of the use of the multimedia and network, students should be evaluated by what they have done in class after finishing a writing work.For example: their attitudes towards the works, the students’ problem-solving skills，collaborative efforts and teamwork, the information they have shared with others.This kind of method can evaluate the students completely, and it can also avoid evaluating them only by the finally works they have done.4.Solutions in Multi-media Network Environment Writing Teaching

4.1 Problems Although the multi-media network teaching has all kinds of advantages, however it also inevitably exists some problems during the actual process of teaching.4.1.1 The poor ability of teachers’ educational technique Some teachers can not design good courseware very well, so they get to the Internet to download good ones of other teachers.However, different teachers have different ways of thinking for teaching, and students’ characteristics are also not in the same level, so this will neglect their own special features of teaching, at the same time, the teaching effect also can’t be very good.Some teachers also make courseware themselves, but the courseware’ quality is not good because their technique is bad or some other objective reasons, and there is no logic in the courseware.Teachers can not control multimedia expertly, so using the multimedia can not obtain good teaching effect, and it may also mislead the students.Firstly, while designing a courseware, teachers only pay attention to make it good-looking and interesting, not according to the demand of the teaching material and the characteristics of the students, neglecting the design of courseware’ contents, so it may lead to a result that students just join a crowd for fun, and they have interests in the class, but they can not get anything useful.Secondly, teachers may only make use of multimedia for teaching and hardly write anything on blackboards or they never carry on any other teaching activities in the class.However, multimedia always can display contents of the teaching materials in a very high speed, and the capacity of course is very big, so students can easily have a tired sense in vision, and they take a quick glance of knowledge and then forgot most of them.Thirdly, teachers’ information literacy is low, and they do not acquaint with the multi-media techniques.This is a serious blemish in teaching.If a teacher can not expertly operate a multimedia in class, then they may feel flurried when a sudden circumstance take places, so it will seriously influence class progress.Some teachers can not collect, handle and deliver teaching the information very well, and they can not organize contents of teaching and communicate with students in class with the network multimedia masterly.4.1.2 The low level of students’ information literacy The multi-media network teaching requests that the students should have high information literacy.But because of the individual and regional differences, some students can not make use of the network to search, handle and deliver information very well, and they even can not communicate freely with other classmates and teachers on the network.These all seriously influence the effect of carrying on a teaching by making use of multi-media network.4.1.3 The disorder and overflow network resources

The resources on the network are very abundant, if you want to get some resources, you can just put the key words on the internet, then there will be all kinds of resources presenting to you immediately, which will make you hard to make proper choice, and students have to take a great deal of time to choose the best quality ones in various resources, but this isn’t a very easy thing.Some information contents on the internet are harmful to students’ mental healthy, so this demands the students should have a very strong ability of identifying information and protecting themselves from harmful information.4.1.4 Using multimedia too much Because the multi-media network has advantages like image and vivid in teaching, some teachers display all their teaching content completely through multimedia, and they excessively depend on the multimedia, so it may lead to getting the opposite teaching effect in the end.What’ more, a great deal of rapid shifting teaching information makes students hard to completely absorb it, and it also easily arouse student’s tired sense in vision, mind and body.4.2 Solutions For well developing the advantages of multi-media network in teaching, we should seek all kinds of ways to solve the problems.4.2.1 Improving teachers’ ability of making use of multi-media network To raise teachers’ ability of making use of the multi-media network for teaching, we should do several things.Firstly, we should change the attitude that teachers towards multi-media network, thoroughly exterminate them the thought of making use of multi-media teaching just following and imitating others.Secondly, schools should set up some education technique training classes and encourage the teachers to take part in.In the class, they were given lecturers and tutorials to train their basic skills in multimedia application development, which can help teachers learn to make courseware, search network resources more availably, acquaint with the operation of multi-media network equipments, and control various platforms of the network freely, such as the environments of communication: E-MAIL, BBS, teachers and the students’ forum and so on.4.2.2 Paying attentions to the development of the information literacy of students School should put importance on setting up information technique lessons, so that students can have the ability of seeking information that they need, and they can organize sort, exploit and deliver information availably.Such as: training students to masterly use the various inspectional tools and handling tools of information;making them to expertly visit a website, search materials and check e-books and so on to obtain the method of getting information;letting students be good at using thinking of creation, inspiration and dissipation, through analysis of comparison and relation, looking for an information point to find and create new information.4.2.3 Raising the discrimination and inspection ability of information

The resources on the network is various and complicated, while searching information online, students should choose a suitable data index tool, such as Google, baidu, then import key words of the information, finally select the information that they need among the numerous information sea.Also it is a important thing to collect some relevant methods of searching information anywhere or anytime, only in this way can you cultivate the ability of searching information accurately, quickly.4.2.4 Combining the multi-media and traditional teachings together During the teaching, if teachers just use multimedia monotonously to present contents of lesson, it may not get a good effect.Because the courseware of teaching presents lessons in a very fast speed, and students can not consider the content clearly sometimes when content just passes by.So we should notice to combine multi-media and traditional teaching together.Teachers can not only present the teaching information of vivid image on the multimedia, but also they can make writings on the blackboard to present course outline, important and difficult points.5.Conclusion Multimedia network technology is becoming increasingly popular in education as a means to motivate students in their learning.It can provide them many ways to express their ideas and display their information.It also allows teachers to present their curriculum in an innovative manner.Students were able to study in a environment that was meaningful to them，and they also can develop skills such as teamwork，collaboration，cooperation，critical thinking skills, which would be important to them in their future career.The multi-media network teaching also can nicely adapt to all sides of the requests of the new curriculum standard in the senior high school.It not only help raise the students’ interest in English writing, develop students’ cooperative and communicating ability of study, also it can stir up their imaginative and creative ability, and make them collect, handle information independently.finally, it can raise the comprehensive ability of students in language.Although it may exist some problems in the applying process, as long as we make good strategies to deal with them, and try our best to overcome its blemish in the process of carrying on teaching, then the multi-media network will definitely make a more and more important function in the teaching of English writing and become the essential developing trend of English teaching.References Loudi.(2008).Multimedia and Network in Interactive Comprehensive English Teaching[J].China Science and Technology Information.Wanglin.The Effectiveness of Video Instruction in Different Modes ofLearning[J].Read and Write periodical.Cuiling.(2004).A perspective of students’ role in learning English in the multimedia

网络多媒体教学环境下的大学英语教师角色定位 篇6

一多媒体网络技术在大学英语教学模式中的优越性

多媒体网络技术引进到大学英语教学领域, 对促进教学的改革 (teaching innovation) 发挥了很大的作用。教师以前以传统的直观教学思想和程序教学的模式编制课件, 使学生按照传统教学观念的要求进行个别学习, 不能充分体现以学生为主体的学习价值。将多媒体技术引入大学英语教学过程, 就能够使学生真正进入视觉、听觉与触觉等感官并用的境地, 将抽象逻辑思维与具体形象思维融为一体, 使之变为共同参与学习进程的立体动态方式。使教学活动更加符合人的自然习惯, 从而获得更好的学习效果和更高的学习效率。心理学家研究表明, 人类使用视觉获取的信息约为83%, 靠听觉获取的信息约11%, 还有3.5%来自嗅觉, 1.5%来自触觉。多媒体网络技术既能看得见, 又能听得见, 还能进行操作, 这种通过多种感官获取的信息, 自然比传统的教学模式优越得多。有关知识记忆的研究表明, 人们能记住自己阅读内容的10%, 自己听到内容的20%, 自己看到内容的30%, 而自己既看到又听到的内容能记住50%, 如果把这些信息再用讨论的方式表达出来则可以记住信息的70%。从增进记忆和提高效率的角度考虑, 在学习过程中, 同时对多种感官进行刺激是非常重要的, 多媒体网络系统正是提供了这种学习环境和综合性的 (comprehensive) 学习方式, 因而学生在学习的过程中可以充分发挥各个器官的功能。多媒体技术中的文字、图像、动画、视频可以作用于视觉;旁白解说、音乐可以用听觉;友好的交互方式则是更大限度地发挥了人的眼、耳、手等器官的协同作用。通过多媒体网络技术的交互作用, 又可以使师生进行更好地交流。多媒体网络技术应用于大学英语教学模式中, 达到了对知识信息的 (knowledge) 传授和习得的目的。语言学家Krashen在第二语言习得理论中强调情感过滤的重要性, 他认为情感因素会导致习得者“情感障碍”的产生, 语言的输入因此会受到情绪的影响。相对来说, 在校学生英语基础比较薄弱, 学习兴趣较低, 因特网这个语言环境是可以帮助英语学生减少情感障碍的产生。多种多样的语言材料可以使学生任意选择, 能够吸引他们的注意力, 可以极大地激发他们的学习兴趣。此外, 在一个虚拟的交际世界里, 学生因此消除了许多担心被人笑话怕丢脸的焦虑, 使他们能够大胆地使用所获得的语言进行交际, 增强了他们学习英语的成就感 (feeling of achievement) 。

多媒体网络技术应用于英语教学模式之中, 使得英语教学变得可听、可视、可感。大学英语教学模式定位于把多媒体网络技术应用于英语教学课堂, 具有前所未有的优势。

(一) 大学英语教学模式引进多媒体网络技术符合建构主义教学理论

建构主义学习理论为多媒体网络化大学英语教学提供了理论依据。建构主义学习理论认为学生的学习既不是外部事物的简单呈现, 也不是学生的原有认知结构的展开, 而是学生与外部事物相互作用的过程中逐步对外部事物进行的意义建构。它强调学生对知识的主动建构的过程, 强调学生学习的自主性和创新性。建构主义学习理论认为“情景”“协作”“会话”和“意义建构”是构成学生自动自主学习的四大要素, 即强调学生在一定的意义情境中对所学内容进行意义建构, 使每个学生的研究成果在学习集体中共享, 以明了事物的性质、规律以及事物之间的内在联系。由于中西方文化背景的差异, 英语教学更是离不开这个大前提。也就是说, 根据建构主义的观点, 教学模式应该包含四个重要步骤:在教学过程中的情境设置、教师的协助指导、学生之间的相互讨论和学生知识的自我建构, 为学生提供与知识有关的场景, 以利于学生对所学内容的意义建构。在进行意义建构的过程中, 学生始终处于主体地位, 通过主动搜集和分析材料、数据, 对所研习的问题提出各种假设并努力加以验证, 最后在教师的指导下和同学的讨论中获得正确的结论。

多媒体网络化的大学英语教学模式完全符合建构主义教学观所提出的四个教学步骤。首先, 它能够为教学提供符合教学内容需要的多种情景:视频和虚拟对话场景的提供, 使学生对教学内容的接收多元化, 充分体现了认知观点, 实现语言教学的多方位立体输入, 帮助他们深刻理解;同时纯正地道的语音语调利于学生模仿, 提高他们的学习兴趣。其次, 教师作为整个课堂教学活动的组织者、指导者和帮助者, 在此类教学模式中起着指导作用:课前利用网络获取信息, 制作或者选择教学课件, 课中指导学生正确使用多媒体仪器获取信息, 进行自主学习。同时, 多媒体网络化的大学英语教学模式通过多媒体设备以及网络技术, 能够对教室里的学生进行随机分组, 讨论教师事先写在教学板上的主题。教师则可以随时进入小组参与讨论, 或通过文字对学生的发言进行点评。最后, 学生发挥主观能动性, 根据教学要求, 结合自己的兴趣和实际水平, 在情境中自我发现问题, 并寻求解决问题的方法, 完成对知识的建构。

(二) 认同人本主义学习理论

语言学家罗杰斯作为人本主义学习理论的代表人物, 他强调的是人本主义学习观, 开展以人为本、以学生为中心的教学, 重视教人胜于教书, 强调有价值的经验学习和过程学习方式, 提倡对学生学习能力的培养, 使其获得学习的方法或经验;而教师的任务则是建立真诚互信的师生关系, 尊重学生的情感和意见, 接纳学生的价值观念, 了解学生的学习过程, 以达到培养能适应变化和懂得如何学习的人。大学英语在多媒体网络化的教学模式中, 教师在教学过程中能够更好地胜任这样的教学角色:在完成了情景创设、共享资源提供、组织合作学习等活动之后, 教师可以指导和启发学生根据各自的需求和兴趣, 使用多媒体网络资源, 掌握教材内容, 了解文化背景, 学习相关的语言知识;更为重要的是, 通过多媒体网络教学软件, 学生能够随时进行自我检测, 这种自我学习、自我发现的过程, 能够使学生更好地认识自己现有的知识水平和学习方法。比如学生可以在多媒体网络中听到纯正的英美语音语调, 通过对比自身的语音素质, 就能够发现自我发音的不足, 进而在语言学习方面取得不断进步。

(三) 遵守大学英语课程教学要求

教育部的《大学英语课程教学要求》 (试行) 明确指出, 大学英语课程教学模式的转变应该是实现从以教师为中心, 向以学生为中心、更加注重培养语言运用能力和自主学习能力的教学模式的转变;使教学模式具有交互性、可实现性和易于操作性;并且充分利用现代信息技术, 在听、说、读、写、译等五种能力培养中, 特别重视听说能力的培养和训练。多媒体网络化的大学英语教学模式, 因其网络强大的信息储存、动态更新、交际互动、多媒体呈现, 使其成为一个与真实社会并行的、丰富多彩的网络化教学模式, 学生因此而能够直接接触目的语的文化和语言, 这不仅有利于英语交际能力的提高, 而且也能促进文化交际能力的培养。网络化大学英语教学打破了传统课堂教学在时空上的限制, 使学生学习英语的时间更加灵活, 有利于他们自主学习能力的培养。网络化大学英语教学充分76教书育人·高教论坛2010|12

体现以学生为主体、以学习为中心、以任务为基础的现代教学理念, 很好地协调和体现了教师和学生之间教与学的关系, 更注重向培养语言实际应用能力和自主学习能力的教学思想和实践的转变, 也是向以培养学生终身学习能力为导向的终身教育的转变, 较好地完成《大学英语课程教学要求》 (试行) 规定的学习目标。

二大学英语在多媒体网络环境下的教学模式

大学英语在多媒体网络环境下的教学模式是一种崭新的 (modern) 教学方式, 与传统教学模式相比具有生动形象、主动灵活、资源共享等特点。它能根据学生的经历、学习风格, 采取不同的教学策略 (different teaching strategies) , 并能根据反馈信息为学生提供学习指导。针对多媒体网络化的大学英语教学模式, 对在校英语系学生随机进行问卷调查的结果显示, 接近90%的学生认为该教学模式能够满足学生学习英语的需求。

新的大学英语教学模式强调充分利用多媒体网络技术 (multimedia net work technology) 促进教学, 因此以多媒体网络技术为主的多媒体网络化教室的相应创建就成为必须。进行多媒体网络化的大学英语教学, 需要教学环境中配备有教师操控的主控台:多媒体电脑、屏幕广播、屏幕监看、终端遥控、资料扫描、语言交谈、信息发送等功能, 是具有现代科技教学手段的授课教室所应必备的;学生端要配有电脑, 电脑与国际互联网相连。在课堂教学中, 教师可利用多媒体网络教室方便实用的教学素材组织编辑功能, 将一些相关的语言材料存储在服务器上, 对学生进行语言输入, 供学生讨论参考。利用网络教室的分组功能, 使学生在小组内进行讨论, 运用他们所学的英语表述某些人物、事件或社会现象, 使学生英语学习的实际效果 (practical effect) 得到提高。讨论过程中教师可以通过多媒体监控台参与讨论和进行点评。教师可以采用各种视频揭示背景知识 (back ground knowledge) , 利用多媒体课件简洁地切入课文的相关内容, 提炼篇章重要信息, 提示分析文章脉络, 总结归纳文章的写作技巧和语法;在课件的辅助下进行启发性的提问, 引导学生通过分析、推论、假设、概括 (analyse、deduce、suppose、generalize) 等高级思维活动来构建与课文相关的知识, 从而培养学生对整体篇章的理解力。

教师还可根据学生的知识水平和学习需要, 利用多媒体网络教室创造交际语境、设置课程、使用大量的英语教学软件、提供各种类型的音频视频材料和建立自主学习评估系统;学生利用多媒体网络教室所提供的丰富的多媒体网络信息资源, 根据自己的水平和需要进行音频视频学习、在线交流、同声翻译等。这些学习手段都能为学生创建语言学习的真实情景, 激发学生的自主学习兴趣。利用多媒体网络技术这种视听功能和语言识别技术, 既能听又能看, 在讨论交流中又能用自己的语言表达出来的学习方式, 使知识获取的效果大大优于传统教学, 学生由消极的知识接受者转变为积极的知识接受者和运用者, 大大提高了学生的学习效率和教师的教学质量, 增强了他们的英语语言的表达能力和思维能力。

三进一步探究的问题

使用多媒体网络化的大学英语教学模式, 有一些方面是值得探究的, 需要认真对待。

大学英语教学模式改革成功的关键, 就是学生个性化学习方法的形成和学生自主学习能力的发展。因此, 大学英语在多媒体网络环境下的教学模式, 应该注重学生的创新精神和学习能力的形成, 不仅仅是培养学生使用高新科技的能力。网络化时代, 大学生的认知能力和知识涉及面, 已经远远超越了英语讲授课堂上所能提供的范围。教师在课堂上必须充当组织者、启发者、评论者、引导者的角色, 以全新的教育观为指导, 引导学生正确对待多媒体网络技术为教学带来的革新, 避免学生过多地漫游于高新科技带来的惊喜, 而忽略了英语学习这个重要课题。将多媒体网络技术引进大学英语教学, 绝不等于取消传统的课堂教学。多媒体教学手段确实在课堂教学中发挥了积极的功能, 而且是常规手段所无法比拟的, 但是多媒体网络并不能代替一切教学手段。教师必须有效地均衡 (balance) 传统英语教学与多媒体网络化大学英语教学的关系, 使授课更加精炼 (perfect) , 把多媒体网络化英语教学作为传统课堂英语教学的拓展, 方能获得大学英语教学事半功倍的成效。

教师对多媒体网络技术引入大学英语教学要有充分地认识, 应该努力提高自身的综合素质。这不仅要求教师能够熟练地使用电脑多媒体设备, 而且需要教师不断研究和探索多媒体网络化的大学英语教学模式, 更重要的是要深刻理解现代大学英语教学的主旨, 遵循学术性、趣味性、时代性、应用性并举的课程教学原则, 从理论和实践上不断地研究、检验和完善 (study test and consummate) 教学模式, 总结经验, 探讨良策, 以保证我们教学任务的完成和教学目的的实现。现在各种英语教学信息软件很多, 网络资源丰富, 教师使用媒体和资源的方法不同 (using different methods) , 其效果也不一样, 因此多媒体软件运用必须要注意尺度, 要适度适当。在使用大学英语教学软件和网上资源授课时, 应把一篇教学内容纳入整体的教学设计, 首先提出学习要点 (key points of study) , 然后通过课程文化背景讲解和讨论来学习;这与把教学软件中的内容不加选择地演播给学生, 其教学效果会迥然不同。这一切都需要教师去组织去实践, 才能获得良好的教学效果。

四结语

网络多媒体教学环境下的大学英语教师角色定位 篇7

关键词：网络英语教师角色定位

一、网络环境下的大学英语教学

网络环境下的教学源于西方的"建构主义理论"。该理论认为知识不是通过教师传授得到的，而是学习者在一定的

社会文化背景下，借助教师或他人的帮助，利用必要的学习资源，通过意义建构的方式获得的。学生是认知的主体，是学习加工的主体。在此过程中，教师的主导作用是不能忽视的，教师的主导作用应由知识的传授者、灌输者变为学生建构意义的帮助者和促进者。人的认知不是被动接受的，而是通过经验主动建构的。网络教学是实现建构主义理论的有效途径，网络环境下的大学英语教学是指在網络环境下，以现代教育思想和理论为指导，围绕相关的英语材料，在教师的指导下，学生主动地进行英语学习、操练、交流和运用，从而主动构建知识和技能的过程。在整个学习过程中，学生可根据各自的需要，通过调用网络上各种有效的信息资料，在教学平台上进行学习和交流，并通过虚拟的语言交际环境，灵活、自主地运用语言，最终达到建构自主学习能力和提高学习效率的目的。这种新型网络教学模式使英语教学不再以传授知识为重点，而是将教学的实用性、知识性和趣味性紧密地结合在一起，让学生通过个性化学习、自主式学习，参与到英语教学的全过程中，积极主动地培养和发展自身的英语综合素质与自主学习能力，从而也为终身学习、终身教育在全社会的实现奠定了良好的基础。

二、网络环境下的大学英语教学的特点和优势

在网络环境下，学生学习行为发生了相应的变化，大学英语教学也具有了新的特征和相对于传统教学模式的优势。

1、教师要从灌输者转变为传播者。传统的单向传播的教学模式是以教师为主，教学手段表现为教师单一化地向学生灌输知识，而基于网络的互动式教学模式让教师从知识的灌输者转变为信息的传播者。网络提供了丰富的资源和便利的空间，教师具备了良好的信息意识，将网络上新的知识信息与课本上的知识信息有机结合起来，不断了解和掌握学科发展的新动向，以新的知识信息开阔学生视野，帮助学生了解英语国家文化。

2、教学方式的多样性。网络环境下的教学模式使大学英语教学呈现多样化的特点。由于计算机具有存贮、高速运算、逻辑判断、及时反馈等特点，可以把文字、图形、图像、声音、音乐、动画、色彩、视频图像等多媒体信息集合于一体，信息处理能力强，信息处理速度快，能充分发挥多媒体的技术作用，给学生创设一个良好的英语语言环境和充分的语言实践机会，为教学提供逼真的表现效果，知识性和趣味性相结合，充分调动教师和学生两个方面的积极性。

3、学生从被动者转变为主动者。网络环境下的教学是开放性教学，所有的信息都是开放的，学习者不再受物理时空限制。教师只需制定初步的计划安排，学生便可自由地选择自己喜欢的学习方式。每个学生都有自己的学习方法和学习策略，都想根据自己的学习计划安排时间。学生接受知识的活动范围更加广泛，学习的方式也更加灵活。这种新的学习模式结束了以教师为中心、以课堂为中心、以书本为中心的课堂教学模式，使教育打破了时空的限制，给学生交流沟通、展现自我提供了良好的语言实践平台，掌握学习的主动权，可以充分体现自我，张扬个性。

4、教学组织形式的转变。网络环境下学生的学习形式主要是自主学习、协作学习、小组讨论等，教学活动的组织形式由传统的课堂教学转变为面向解决问题的探究活动和面向知识运用的实践活动。网络环境可以增强学生的独立意识和团队合作意识。学生在网络环境下可以根据自己的学习计划和学习目标按照自己的学习进度掌握知识，自主学习尊重学生的个性，满足不同学生的需求。协作学习是通过小组和团队的形式进行学习的一种策略。小组成员可以共享信息和资源，使学生能够在有限的时间内掌握更多的知识，小组内成员可以通过对话、商讨和争论的方式达到学习知识的目的，从而增加了学生之间的交流和沟通，提高了他们的交际能力。

三、网络环境下的大学英语教师角色定位

在传统的语言教学中，教师是课堂的主宰者和学习行为的训导者，网络环境下大学英语教学模式的构建为大学英语教学设置了一个崭新的教学环境，大学英语教学活动中高校英语教师的作用也会产生巨大的变化，其角色必须重新界定，外语教学要以学生为主体，改变教师"一言堂"现象，要启发、调动学生的学习积极性，使学生具有"角色意识"，还要充分认识到学生是教学活动的基本出发点，是教学活动的主体，教师必须对自己的角色进行重新认识和调整，做好自己的角色定位。

1、学生自主建构知识的促进者。基于建构主义理论的多媒体网络教学中，教师不再是教学的绝对主导者，学生才是教与学的主体，是信息加工与知识的主动建构者。如何帮助学生利用已有的知识经验来适应这个庞大而纷乱的网络，是教师所面临的一个新任务，教师不仅仅是传授语言技能和知识，更要激发学生学习外语的兴趣和潜力，促进学生知识和技能的迁移，通过语言习得，建立新旧知识间的联系，促进知识系统化，提高运用语言的能力。因此，教师要转变自己的角色定位，由"教学"向"导学"转变，教师应当重点指导学生如何把外界知识转化为自己内在的东西；教会学生用最有效的方法去整合各种知识；教会学生对学到的知识进行自我再创造，构建自己的知识结构体系，完成知识的内化。

2、课堂教学的组织者和引导者。网络教学模式强调学生自主学习，但是这种自主是相对的。语言教师是英语课堂的组织设计者，在教学过程中要组织课堂，安排学习内容，使学生的各项活动都紧紧围绕教学目标进行，着重开发和培养学生自主学习能力，避免教学中的盲目性和随意性，给他们创设良好的交际环境。优质高效的课堂交际活动可激发学习者的学习动机，让学习者有机会练习整体表达能力，有利于学习者自然习得语言。大学英语教师应该尽可能使大学英语课堂涵盖丰富的知识量和信息量，教师应对教学的一系列活动有效地组织，使学生在有限的时间内学到无限的知识。另外，大学英语教师还应该由传统的知识权威者、中心者向学生思想的引导者转变。网络教学把课堂融入社会，网络资源十分丰富，也十分杂乱，教师要引导学生对信息进行有效的筛选，防止在短时间内传递给学生过量的信息，使学生在轻松的学习环境，心情愉悦的主动学习。

3、学生学习的合作者。在基于网络环境下的英语教学中以计算机、网络为特征的各种技术支持地理上分离的个体之间的合作与交流，对教育改革提出了重大的挑战，即建立新型的合作关系，群体合作学习是一个不可缺少的重要环节。外语教学是一门实践课程，要使学生学得更好，教师除了传授必要的语言知识外，在课堂上要给学生创造一个能进行大量语言实践的场所，在课下给学生提供一个能够让学生群体合作学习的环境，在这样的合作学习中，教师不再处于控制地位，既是组织者、引导者，又是学生中的一员，是一个特殊的合作者。教师要协助学生学习和运用所学的语言知识和技能进行广泛的交际活动。教师还可以通过网络与学生进行正式或非正式的交流与合作，并进行相互讨论，取长补短，促使学生在合作的环境中学习、发展。

4、语言知识的学习者和网络教学的研究者。大学英语教师要了解外语教学理论和的最新理论成果，掌握最新的教育思想、洞悉教育发展趋势，对自己的教学行为加以反思；其次，还应注意自身知识结构的更新，有意识的更新自己的知识体系和结构，学习各种新型的教学模式和规律。特别是在网络教学环境下，还应学习掌握现代教育技术的基础知识，具有较好的软件应用技能，网页制作技能，多媒体教学方案的设计技能，掌握网络技术的使用技能，充分发挥现代教育技术的优势，利用计算机备课、制作电子教案，进行网上教学等，达到师生在网络教学环节上的互动。另外，大学英语教师须强化自己的科研意识，把教学研究工作作为教学工作的一个有机组成部分，提高自身素质和教学水平，有必要多抽出一些时间和精力放在教育科研上，放在教学软件的编制设计和开拓多媒体教学空间，钻研一些行之有效的网络教学模式。

5、学习过程的监督者和评估者。教师应跟踪学生的学习过程，了解学习进度，及时发现英语学习的障碍和困难，针对性地提供个性化辅导。教师完全可以发挥网络多媒体教学优势，通过作业反馈，学生课外自主学习情况的记录对其学习过程进行检查、监控，帮助学生掌握和应用各种学习策略。在经过一段时间的学习后，学生需要对自己的学习效果有所了解。教师在此时的作用是评价者，即指出学生的成绩和优点，同时对其出现的问题提出建议并进行指导。作为评价者，英语教师除了鼓励学生进行自我评价外，还要采取以形成性评价为主，终结性评价为辅的评价策略，及时和合理的评价能够使学生对自己的学习状况有个正确的估计，也有助于学生将来的学习。

课题项目：本文为河北省教育厅课题《网络环境下大学英语教师的角色定位与角色转换研究》成果之一，编号：SZ080322

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