论文部分内容阅读
【Abstract】 The paper focuses on the integrated teaching mode， including online courses， online live teaching and students’ autonomous leaning. Based on the comparative analysis and effective integration of the three teaching modes， the paper emphasizes the importance and selection of teaching content and multi-dimensional teaching evaluation of the three teaching modes.
【Key words】 teaching modes; comparative analysis; effective integration; multi-dimensional evaluation
【作者簡介】Liu Tingting， School of International Education， Jiangsu Maritime Institute.
1. Introduction
The Ministry of Education requires colleges and universities to make full use of the online MOOC courses and high-quality online course resources and platforms， actively carry out online teaching， and open nearly 24000 free online courses to ensure the effectiveness of online teaching. In the period， the integrated teaching mode（online courses， live online teaching and students’ autonomous learning） came into being. It is the integration of various teaching modes， and integrates modern education technology and information technology， which conforms to the concept of lifelong education and replaces the uniform face-to-face traditional teaching mode. To effectively integrate the three teaching modes is worth studying.
2. Comparative analysis and effective integration
2.1 Comparative analysis
Online teaching is rich in teaching resources， such as private and micro classes of MOOC， which are suitable for students with self-control in the high age group; while online live teaching is flexible， with good interaction between teachers and students， and needs a strong sense of presence， as a supplement and support measures for various programs， but it has certain requirements or network speed and so on. All kinds of teaching forms need to be based on the premise of students’ effective self-learning. College students have stronger ability of self-learning than other age stages of students. With the form of distance teaching， it can be an effective supplement to other teaching modes. Therefore， colleges and universities all over the world need to choose or combine different teaching modes according to their conditions.
2.2 Effective integration
The effective integration teaching mode can be divided into three stages： before class， in class and after class. According to Ausubel’s learning theory， “Learners should have certain knowledge in order to associate with new knowledge.” Before class， teachers should understand the learning situation， prepare the preview task list， teaching design， PPT， MOOC and micro class. MOOC or micro class video can be pushed according to some classroom tools. Based on the preview task list， students’ autonomous learning includes： （1） viewing the preview task list， watching MOOC or micro class videos. （2） In the class， we will carry out the online live teaching. （3） The teacher prompts the students to sign in to solve the problems before class， live teaching， release exercises， solve questions， live learning， complete exercises， and ask questions. （4） After class teachers share and expand learning resources. According to the completion of students’ homework and data analysis， teachers can answer questions and solve doubts. The teaching mode of teachers before class， in class and after class is effectively linked together， and students’ learning also forms a virtuous circle. 3. Content selection
The content of teaching must be jumped out of textbooks under the background of Internet plus education. This requires not only English teachers to choose teaching contents and resources， but also to educate companies and publishers to adapt to the changing situation and build three-dimensional teaching materials. In learning English， we should pay attention to the culture of the target country. Take some news as an example. Before class， teachers can make students search for some situations related to the news. This can help students to collect information and read English. Besides， teachers can also push videos of the relevant topic to introduce listening and writing skills. The group members can brainstorm online according to the writing topic and complete the composition based on the outline. After completing the composition， the students first give self feedback and modification to the peer feedback， and feedback to the teachers. In class， the teacher will display excellent works according to the students’ writing conditions， so that students can appreciate and discuss each other’s common problems in writing. The teacher needs to point out and listen to the students’ doubts in class. After class， teachers can send expansion materials.
4. Multi dimension teaching evaluation
Multi dimension evaluation includes macro multi dimension evaluation and micro multi dimension evaluation. Macro multi dimension evaluation focuses on the integration of qualitative evaluation and quantitative evaluation， the integration of formative evaluation and summative evaluation， and the integration of evaluation resources. Evaluation sources can be divided into self-evaluation of students， group evaluation， network evaluation and comprehensive evaluation of teachers. The multi-dimensional evaluation system can comprehensively test the students’ comprehensive application ability of English.
The proportion of micro multi dimensional evaluation under the integrated teaching mode is as follows： preview effect（10%）， class attendance rate（10%）， class performance （10%）， homework（10%）， test result（30%）. Among them， the rate of classroom performance is the largest， including the interaction between teachers and students， students and students， the innovation and accuracy of active speech and speech content， the evaluation of active help group members， group members， notes taking， etc. The kind of multi dimension evaluation is used to cultivate students’ ability of self-learning and cooperation.
5. Conclusion
According to the analysis above， it can be easily found that any successful online teaching mode can not be adopted individually， that is to say， any mode is not perfect enough to support the teaching effectiveness. In the case， integrated teaching modes and multi dimension teaching evaluation should be introduced appropriately so as to prompt college English teaching effectiveness to a new level.
References：
[1]He Bin
【Key words】 teaching modes; comparative analysis; effective integration; multi-dimensional evaluation
【作者簡介】Liu Tingting， School of International Education， Jiangsu Maritime Institute.
1. Introduction
The Ministry of Education requires colleges and universities to make full use of the online MOOC courses and high-quality online course resources and platforms， actively carry out online teaching， and open nearly 24000 free online courses to ensure the effectiveness of online teaching. In the period， the integrated teaching mode（online courses， live online teaching and students’ autonomous learning） came into being. It is the integration of various teaching modes， and integrates modern education technology and information technology， which conforms to the concept of lifelong education and replaces the uniform face-to-face traditional teaching mode. To effectively integrate the three teaching modes is worth studying.
2. Comparative analysis and effective integration
2.1 Comparative analysis
Online teaching is rich in teaching resources， such as private and micro classes of MOOC， which are suitable for students with self-control in the high age group; while online live teaching is flexible， with good interaction between teachers and students， and needs a strong sense of presence， as a supplement and support measures for various programs， but it has certain requirements or network speed and so on. All kinds of teaching forms need to be based on the premise of students’ effective self-learning. College students have stronger ability of self-learning than other age stages of students. With the form of distance teaching， it can be an effective supplement to other teaching modes. Therefore， colleges and universities all over the world need to choose or combine different teaching modes according to their conditions.
2.2 Effective integration
The effective integration teaching mode can be divided into three stages： before class， in class and after class. According to Ausubel’s learning theory， “Learners should have certain knowledge in order to associate with new knowledge.” Before class， teachers should understand the learning situation， prepare the preview task list， teaching design， PPT， MOOC and micro class. MOOC or micro class video can be pushed according to some classroom tools. Based on the preview task list， students’ autonomous learning includes： （1） viewing the preview task list， watching MOOC or micro class videos. （2） In the class， we will carry out the online live teaching. （3） The teacher prompts the students to sign in to solve the problems before class， live teaching， release exercises， solve questions， live learning， complete exercises， and ask questions. （4） After class teachers share and expand learning resources. According to the completion of students’ homework and data analysis， teachers can answer questions and solve doubts. The teaching mode of teachers before class， in class and after class is effectively linked together， and students’ learning also forms a virtuous circle. 3. Content selection
The content of teaching must be jumped out of textbooks under the background of Internet plus education. This requires not only English teachers to choose teaching contents and resources， but also to educate companies and publishers to adapt to the changing situation and build three-dimensional teaching materials. In learning English， we should pay attention to the culture of the target country. Take some news as an example. Before class， teachers can make students search for some situations related to the news. This can help students to collect information and read English. Besides， teachers can also push videos of the relevant topic to introduce listening and writing skills. The group members can brainstorm online according to the writing topic and complete the composition based on the outline. After completing the composition， the students first give self feedback and modification to the peer feedback， and feedback to the teachers. In class， the teacher will display excellent works according to the students’ writing conditions， so that students can appreciate and discuss each other’s common problems in writing. The teacher needs to point out and listen to the students’ doubts in class. After class， teachers can send expansion materials.
4. Multi dimension teaching evaluation
Multi dimension evaluation includes macro multi dimension evaluation and micro multi dimension evaluation. Macro multi dimension evaluation focuses on the integration of qualitative evaluation and quantitative evaluation， the integration of formative evaluation and summative evaluation， and the integration of evaluation resources. Evaluation sources can be divided into self-evaluation of students， group evaluation， network evaluation and comprehensive evaluation of teachers. The multi-dimensional evaluation system can comprehensively test the students’ comprehensive application ability of English.
The proportion of micro multi dimensional evaluation under the integrated teaching mode is as follows： preview effect（10%）， class attendance rate（10%）， class performance （10%）， homework（10%）， test result（30%）. Among them， the rate of classroom performance is the largest， including the interaction between teachers and students， students and students， the innovation and accuracy of active speech and speech content， the evaluation of active help group members， group members， notes taking， etc. The kind of multi dimension evaluation is used to cultivate students’ ability of self-learning and cooperation.
5. Conclusion
According to the analysis above， it can be easily found that any successful online teaching mode can not be adopted individually， that is to say， any mode is not perfect enough to support the teaching effectiveness. In the case， integrated teaching modes and multi dimension teaching evaluation should be introduced appropriately so as to prompt college English teaching effectiveness to a new level.
References：
[1]He Bin