在建构主义理论指导下改进大学英语多媒体网络辅助教学的探索和研究

论文摘要

建构主义是认知理论的一个分支,是与素质教育相吻合的西方教育心理学的最新教学理论,是当前认知心理学最为活跃的研究领域,其理论的兴起和发展可以说是教育心理学领域的一场革命。建构主义要求建立全新的教学模式、教学方法和教学设计思想,彻底摒弃以教师为中心,强调知识传授、把学生当作知识灌输对象的传统教学模式、教学方法和教学设计思想。随着大学英语教学改革在各高校展开,大学英语教学已从传统的教师讲、学生听的单一模式转向利用多媒体手段的现代化教学模式。多媒体辅助教学具有形象性、直观性、生动性、效果突出等优点,教师可以充分利用多媒体的直观形式,有效地传递大量信息,综合训练各项语言技能。大学英语多媒体网络辅助教学在建构主义学习理论支持下迅速发展。在各高校,大学英语多媒体网络辅助教学实行已有一些时间且大多取得了阶段性的成果。但是随着大学英语教学改革的深入开展,在多媒体辅助教学具体的实施过程中又出现了哪些问题,教育工作者又该作何改进昵?本文以河北大学为例,对其大学英语多媒体网络辅助教学的情况进行调查研究,旨在发现新问题,提出进一步改革的措施。作者通过问卷调查发现了存在的问题,并从教师和学生两方面对结果做了分析和讨论,特别指出建构主义学习理论对大学英语多媒体网络辅助教学的指导,不仅仅体现在该理论和多媒体网络教学优势的契合上,还应体现在该理论对多媒体网络教学所存在问题的指导上,深化学习研究建构主义学习理论是改善大学英语多媒体网络辅助教学的根本。另外,本文还从建构融洽和结构化的学习情景;更新教学理念;加强对教师的技术培训;创新教学方法;开展第二课堂教学活动使第一课堂和第二课堂相结合;提高学生自主学习能力以及完善评价手段等方面创造性地提出进一步改进英语多媒体教学的策略和方法。为了检验这些策略和方法是否行之有效,作者在河北大学2006级部分学生中进行实验,用EXCEL和SPSS 11.5分析实验组和对照组学生前后测成绩、比较四级通过率和访谈等办法进行评估,结果表明在建构主义理论指导下改进大学英语多媒体网络教学的这些策略和方法能够改善教学,提高学生英语学习的综合能力。最后,作者总结了全文,指出了现有研究的不足之处并对以后的进一步研究提出了建议。

论文目录

• Acknowledgements
• 摘要
• Abstract
• Chapter One Introduction
• 1.1 Background of the study
• 1.2 Objectives of the thesis
• 1.3 Organization of the thesis
• Chapter Two Applying Constructivism to MACET
• 2.1 A brief overview of relevant studies
• 2.2 constructivism
• 2.2.1 Constructivist theory
• 2.2.2 Development of constructivism
• 2.2.3 Basic principles of constructivism
• 2.2.4 Constructivist learning approaches
• 2.2.5 Contrasts between behaviorism and constructivism
• 2.2.6 Reflections on constructivism
• 2.3 Multimedia-assisted College English Teaching
• 2.3.1 A brief introduction to MACET
• 2.3.2 Traditional English teaching model
• 2.3.3 From traditional English teaching model to MACET model
• 2.3.4 Advantages of MACET
• 2.3.5 Existing problems of MACET
• 2.4 Application of constructivism to MACET
• 2.4.1 Significance of the application
• 2.4.2 Concrete models of MACET under the Constructivist Theory
• Chapter Three Exploring the Existing Problems of the Present MACET under the Constructivist Theory
• 3.1 Practices of Hebei University teaching reform
• 3.2 Research methodology
• 3.2.1 Research Questions
• 3.2.2 Subjects
• 3.2.3 Instrument and procedures
• 3.2.4 Data-collection and analysis
• 3.3 Results
• 3.3.1 Students' opinions on the present MACET
• 3.3.2 Students' English learning motivations in the present MACET
• 3.3.3 Students' English learning interests in the present MACET
• 3.3.4 Students' English learning abilities in the present MACET
• 3.3.5 Teachers' attitudes towards the present MACET
• 3.3.6 Teachers' understanding of the MACET theoretical basis
• 3.3.7 Teachers' applied strategies in the present MACET
• 3.4 Discussion
• 3.4.1 From the students' perspective
• 3.4.2.From the teachers' perspective
• 3.4.3 Conclusion
• Chapter Four Further Reform Strategies to Improve MACET
• 4.1 Strategy one:Further studying the constructivist theory
• 4.2 Strategy two:Establishing a harmonious and constructed learning environment
• 4.3 Strategy three:Renewing teaching ideas
• 4.4 Strategy Four:Enhancing teacher training
• 4.5 Strategy Five:Employing new teaching methods
• 4.6 Strategy Six:Developing extracurricular activities and making them combined with the classroom activities
• 4.7 Strategy Seven:Improving students' autonomous learning ability
• 4.8 Strategy Eight:Perfecting assessment methods
• Chapter Five Evaluation of the Further Reform Strategies
• 5.1 Comparison of scores
• 5.2 Other evaluation methods
• 5.2.1 Comparison of CET Band-4 examination passing rate
• 5.2.2 Interview
• Chapter Six Conclusion
• 6.1 Major findings
• 6.2 Limitations of the study
• 6.3 Suggestions for further study
• Bibliography
• Appendix
• Appendix Ⅰ Questionnaire for Students
• Appendix Ⅱ Questionnaire for Teachers
• Appendix Ⅲ Scores of Students