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Moodle-based Environment for College English Learning

2020-12-02阅读(81)

Moodle-based Environment for College English Learning

论文摘要

计算机和网络技术的发展为大学英语教学带来了机遇和挑战。应用网络技术进行学习环境设计已成为共识。如何有效地运用网络技术建立网络学习环境成为教育者们所关心的问题。本文从理论和实践两方面探讨了基于Moodle(魔灯)的大学英语网络学习环境研究的相关问题。本文首先阐述了建构主义学习理论、二语习得理论和人本主义心理学作为网络学习环境设计的理论基础,并在前人关于网络学习环境定义的基础上提出了从认知、心理和系统三个相互交织的维度来理解网络学习环境。以上述讨论为基础,在考察了开源软件Moodle提供的活动模块的功能之后,本文选择了Moodle来搭建大学英语网络学习平台。本文介绍了基于Moodle的英语学习环境的设计框架和具体实例,通过问卷调查了解了学生对网络学习环境三个维度的态度和网络学习的看法,通过对学生的访谈了解网络学习环境在辅助他们进行英语学习中的优势和学习者对改进网络学习环境设计的建议。调查结果显示,Moodle平台提供了丰富的学习材料和不同类型不同难度的学习活动,能帮助学习者通过讨论找到解决问题的最佳办法,有助于促进学生的探究式学习活动和合作学习,有助于提高学生的学习兴趣和效率。本文通过对学生访谈结果的分析,从学习者角度理解网络英语学习环境的优势和设计中值得改进的方面。本研究提出的基于Moodle的大学英语网络学习模式和Moodle在实际运用方面的经验总结对未来的网络教学和网络学习环境设计有一定的参考作用。

论文目录

  • ABSTRACT
  • 摘要
  • Chapter One Introduction
  • 1.1 Research Background
  • 1.2 Significance of the Thesis
  • 1.3 Organization of the Thesis
  • Chapter Two Literature Review
  • 2.1 Constructivism
  • 2.1.1 The theory of constructivism
  • 2.1.2 Constructivist learning environment
  • 2.2 SLA Theories
  • 2.3 Humanistic Psychology
  • Chapter Three CALL Environment Construction ? Moodle Applicati
  • 3.1 Conceptualization of Web-based Learning Environment
  • 3.1.1 Definitions
  • 3.1.2 Dimensions of learning environment
  • 3.2 Requirements for the Web-based Learning Environment
  • 3.3 Moodle
  • 3.3.1 Functions of Moodle
  • 3.3.2 Previous researches on Moodle
  • Chapter Four The Design of MBLE
  • 4.1 The Frame of MBLE
  • 4.2 The Guidance for MBLE Design
  • 4.3 Description of MBLE
  • 4.3.1 Material selection and activity design
  • 4.3.2 Supporting tools
  • 4.3.3 Course map and navigation system
  • Chapter Five The Experiment
  • 5.1 Research Purpose
  • 5.2 Subjects
  • 5.3 Experiment Stages
  • 5.4 Research Methods
  • 5.4.1 Questionnaire
  • 5.4.2 Interview
  • 5.5 Data Collection and Analysis
  • 5.5.1 Reliability and validity analysis
  • 5.5.2 Learners’attitude towards the cognitive dimension
  • 5.5.3 Learners’attitude towards the psychological dimension
  • 5.5.4 Learners’attitude towards the system dimension
  • 5.5.5 Comparison among the three dimensions of MBLE
  • 5.5.6 Learners’attitude towards the learning behavior in MBLE
  • 5.5.7 Learners’attitude towards Moodle-based learning
  • 5.6 Interview Analysis
  • Chapter Six Conclusion
  • 6.1 Limitations of the Research
  • 6.2 Suggestions for Further Researches
  • Acknowledgements
  • Bibliography
  • Appendix Ⅰ
  • 攻硕期间取得的研究成果

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