大学英语混合式教学与微课制作及应用

大学英语混合式教学与微课制作及应用要目大学英语教学与混合式教学微课与微课的制作微课在混合式教学中的应用大学英语教学与混合式教学《大学英语教学指南》大学英语教学目标“大学英语的教学目标是培养学生的英语应用能力，增强跨文化交际意识和交际能力，同时发展自主学习能力，提高综合文化素养，使他们在学习、生活、社会交往和未来工作中能够有效地使用英语，满足国家、社会、学校和个人发展的需要。”《大学英语教学指南》大学英语教学方法“大学英语课堂教学可以采用任务式、合作式、项目式、探究式等教学方法，体现以教师为主导、以学生为主体的教学理念，使教学活动实现由“教”向“学”的转变，使教学过程实现由关注“教的目的”向关注“学的需要”转变，形成以教师引导和启发、学生积极主动参与为主要特征的教学常态。”《大学英语教学指南》大学英语教学手段“各高校应充分利用信息技术，积极创建多元的教学与学习环境。鼓励教师建设和使用微课、慕课，利用网上优质教育资源改造和拓展教学内容，实施基于课堂和在线网上课程的翻转课堂等混合式教学模式，使学生朝着主动学习、自主学习和个性化学习方向发展。”美国《新媒体联盟地平线报告》NMCHorizonReport2017Itisourhopethatthisresearchwillhelptoinformthechoicesthatinstitutionsaremakingabouttechnologytoimprove,support,orextendteaching,learning,andcreativeinquiryinhighereducationacrosstheglobe.美国《新媒体联盟地平线报告》美国《新媒体联盟地平线报告》Short-TermTrends:BlendedLearningDesigns：Theaffordancesblendedlearningoffersarenowwellunderstood,anditsflexibility,easeofaccess,andtheintegrationofsophisticatedmultimediaandtechnologiesarehighamongthelistofappeals.Onenotableformofblendedlearningistheflippedclassroom,amodelthatrearrangeshowstudentsspendtheirtime.美国《新媒体联盟地平线报告》Short-TermTrends:CollaborativeLearningApproaches：Collaborativelearning,whichreferstostudentsoreducatorsworkingtogetherinpeer-to-peerorgroupactivities,isbasedontheperspectivethatlearningisasocialconstruct.Theapproachinvolvesactivitiesgenerallyfocusedaroundfourprinciples:placingthelearneratthecenter,emphasizinginteraction,workingingroups,anddevelopingsolutionstorealchallenges.Definition…theSloanConsortiumdefinedhybridcoursesasthosethat“integrateonlinewithtraditionalface-to-faceclassactivitiesinaplanned,pedagogicallyvaluablemanner.”DefinitionSloanConsortium‘sDefinition:WhatisOnlineLearning?BlendedLearningDefinitionHybrideducationusesonlinetechnologytonotjustsupplement,buttransformandimprovethelearningprocess.CoreissueThecoreissueandargumentissuchthat,whenwehavesolidunderstandingsofthepropertiesoftheInternet,aswellasknowledgeofhowtoeffectivelyintegrateInternettechnologywiththemostdesirableandvaluedcharacteristicsofface-to-facelearningexperiences,aquantumshiftoccursintermsofthenatureandqualityoftheeducationalexperienceD.RandyGarrison&HeatherKanuka,2004BlendedLearningProcessInthismethod,teachersandprofessorsuseonlinemediatodelivernotes,lecturesandrelatedcoursematerials.Studentsreviewthesematerialsathomeandattheirownpace.Classroomperiodsarethentransformedintohands-onworkperiodswheretheteacher–whowillhavealreadydeliveredhisorherlecturedigitally–isfreetofieldquestions,engageclass-widediscussionsorofferothermeansofsupport.HowitworksItrecognizesthestrengthsofintegratingverbalandtext-basedcommunicationandcreatesauniquefusionofsynchronousandasynchronous,directandmediatedmodesofcommunicationinthattheproportionofface-to-faceandonlinelearningactivitiesmayvaryconsiderably.D.RandyGarrisonNormanD.Vaughan,2008BlendedLearningHowitworksBlendedlearningredesignisacatalyst;itmeanstofundamentallyreconceptualizeandrestructuretheteachingandlearningtransaction.Itsbasicassumptionistoopentheeducationalmindtoafullrangeofpossibilities.Blendedlearningbringsintoconsiderationarangeofoptionsthatrequirerevisitinghowstudentslearnindeepandmeaningfulways.D.RandyGarrisonNormanD.Vaughan,2008BlendedLearningHowitworksAttheheartofthisargumentisthequalityandquantityoftheinteractionandthesenseofengagementinacommunityofinquiryandlearning,achievedthroughtheeffectiveintegrationofInternetcommunicationtechnologyD.RandyGarrison&HeatherKanuka,2004BlendedLearningHowitworksAcloserexaminationrevealstheabilityofasynchronousInternetcommunicationtechnologytofacilitateasimultaneousindependentandcollaborativelearningexperience.Thatis,learnerscanbeindependentofspaceandtime—yettogetherD.RandyGarrison&HeatherKanuka,2004BlendedLearningHowitworksInternetcommunicationtechnologyemphasisonwrittencommunicationreflectionandprecisionofexpressionempoweredwhenthoughtfullyintegratedwiththerichdynamicoffast-paced,spontaneousverbalcommunicationinaface-to-facelearningenvironmentD.RandyGarrison&HeatherKanuka,2004BlendedLearningEffect:A2010meta-analysispublishedbytheU.S.DepartmentofEducationsuggestsitdoes.Accordingtothereport,studentsexposedtobothface-to-faceandonlineeducationweremoresuccessfulthanstudentsentirelyinonecamportheother.Effect:Theprojectoutcomesdemonstratethatofferingstudentsachancetocollaborateand