第一篇：網(wǎng)絡(luò)環(huán)境下的閱讀與寫作教學(xué)

網(wǎng)絡(luò)環(huán)境下的閱讀與寫作教學(xué)

湖南省衡山縣第四中學(xué) 趙新連

（一）現(xiàn)狀

【摘 要】：隨著信息技術(shù)的快速發(fā)展，網(wǎng)絡(luò)已經(jīng)成為人們生活中一個重要的部分，也影響到語文教學(xué)中的閱讀和寫作教學(xué)。本文試圖從目前閱讀與寫作教學(xué)的現(xiàn)狀，網(wǎng)絡(luò)環(huán)境下的閱讀與寫作教學(xué)的特點和優(yōu)勢，整合信息技術(shù)利用網(wǎng)絡(luò)環(huán)境開展閱讀與寫作教學(xué)三個方面來闡述如何利用網(wǎng)絡(luò)環(huán)境來開展閱讀與寫作教學(xué)。

【關(guān)鍵詞】：信息技術(shù) 網(wǎng)絡(luò)環(huán)境 閱讀與寫作教學(xué) 現(xiàn)狀 特點 整合 隨著信息技術(shù)的快速發(fā)展，網(wǎng)絡(luò)已經(jīng)成為人們生活中的一個重要的部分。2000年10月26日，教育部決定從2001年起利用5到10年時間在全國中小學(xué)基本普及信息技術(shù)教育，全面實施“校校通”工程，以信息化帶動教育的現(xiàn)代化，實現(xiàn)教育的跨越式發(fā)展，并提出要加快信息技術(shù)教育與其它課程的整合。網(wǎng)絡(luò)信息技術(shù)與課程整合的實踐和探索業(yè)已拉開帷幕。網(wǎng)絡(luò)技術(shù)正以前所未有的巨大動力推動著教學(xué)內(nèi)容、教學(xué)方法、教學(xué)技術(shù)以及教學(xué)過程中的一切因素進行革命。隨著網(wǎng)絡(luò)技術(shù)在學(xué)校教學(xué)中的廣泛運用，網(wǎng)絡(luò)環(huán)境中的教學(xué)以其特有的靈活性和高效性，成為現(xiàn)代教育發(fā)展的必然趨勢，顯示出獨特的內(nèi)在魅力。

語文，是人們學(xué)習(xí)、工作，賴以思維并進行交際的基本工具。當(dāng)信息化成為當(dāng)今人類的重要特征，信息高速公路上的WWW（全球信息網(wǎng)）、E-mail(郵件）、Archie(信息查詢）、Netnews(網(wǎng)絡(luò)新聞）、QQ（網(wǎng)絡(luò)聊天）等多種服務(wù)正在明顯地改變著人類交往、學(xué)習(xí)乃至工作、生活方式的時候，傳統(tǒng)的語文教學(xué)面臨著嚴(yán)峻的挑戰(zhàn)。網(wǎng)絡(luò)環(huán)境下閱讀和寫作方式正在發(fā)生巨大的變革：在閱讀方式上，將從文本閱讀走向超文本閱讀，從單純閱讀文字發(fā)展到多媒體電子讀物，并在同電子資料庫對話中進行高效率的檢索式閱讀；在寫作方式上，將從手寫走向鍵盤輸入、掃描輸入和語音輸入，從傳統(tǒng)純文本寫作到超文本結(jié)構(gòu)的謀劃與寫作，并在與電子資料庫對話中走向閱讀與寫作的一體化，以及在遠(yuǎn)程交流中閱讀與寫作的協(xié)同化和群體化（如上傳、下載、聊天等）。網(wǎng)絡(luò)環(huán)境下閱讀和寫作方式的這些變革，是不以傳統(tǒng)的經(jīng)典的語文教師的意志為轉(zhuǎn)移的。

我國大多數(shù)中學(xué)語文教師上機能力還不強，掌握網(wǎng)絡(luò)技術(shù)和學(xué)習(xí)新的閱讀及寫作方式都存在著很大的困難，語文教育者對于現(xiàn)代信息技術(shù)與本學(xué)科教學(xué)整合的爭論多于行動，因此，我們必須正視現(xiàn)實，轉(zhuǎn)變觀念，認(rèn)識網(wǎng)絡(luò)，積極探索基于網(wǎng)絡(luò)環(huán)境的新型的語文教學(xué)模式，大力促進信息技術(shù)教育與語文課程的整合。

（二）特點

所謂網(wǎng)絡(luò)環(huán)境，是指構(gòu)成國際互聯(lián)網(wǎng)（Internet）以及與國際互聯(lián)網(wǎng)相連的局域網(wǎng)絡(luò)物理空間的各種硬件設(shè)備，以及形成網(wǎng)絡(luò)正常運行空間的各類軟件。網(wǎng)絡(luò)信息，是指網(wǎng)絡(luò)上儲藏著的各種形式的信息的集合，包括信息內(nèi)容本身、記錄信息的載體、信息的表達(dá)形式、信息組織的結(jié)構(gòu)和信息傳播的手段等要素。網(wǎng)絡(luò)教育信息資源是指經(jīng)過人們選取、組織、序化后的有用信息的集合。網(wǎng)絡(luò)信息資源的內(nèi)容特點，在數(shù)量上具有海量性，在種類上呈現(xiàn)多類型、多媒體、跨地域、跨語種的特點；在分布上是分散、開放但具有獨特的超文本鏈接和模糊檢索關(guān)聯(lián)的統(tǒng)一體；其形式特點則凸顯出交互性，基于電子平臺、數(shù)字編碼基礎(chǔ)上的多媒體超越了傳統(tǒng)的信息組織方式，集中了語言、非語言兩類符號，能從一種媒介流動到另一媒介，能以不同的方式述說同一事件，能觸動人類的不同感官經(jīng)驗，在本質(zhì)上成為人機互動的共享媒體；在效用方面，具有共享性、時效性、強轉(zhuǎn)移性、強選擇性和高增值性等特點。網(wǎng)絡(luò)信息資源的上述特點，決定了網(wǎng)絡(luò)環(huán)境下的教學(xué)過程的開放性、學(xué)習(xí)過程的交互性、學(xué)習(xí)內(nèi)容選擇的自主性，這就恰恰應(yīng)合了人本主義和素質(zhì)教育倡導(dǎo)的主旨。當(dāng)不少語文教師正在對傳統(tǒng)的CAI課件欲做不能、欲罷不舍的尷尬局面中，基于網(wǎng)絡(luò)環(huán)境的語文教學(xué)，已經(jīng)展現(xiàn)出更廣闊的天空。一位具有時代感和責(zé)任感的語文教師，不能不對此予以強烈的關(guān)注和積極的投入。

語文教育信息資源是網(wǎng)絡(luò)信息資源的一個組成部分。根據(jù)它在網(wǎng)絡(luò)計算機上的存儲位臵，可分為泛在資源、導(dǎo)航資源和本地資源。泛在資源即未做過信息代理的學(xué)習(xí)網(wǎng)站，包括大型網(wǎng)站的搜索引擎以及其它廣泛存在的網(wǎng)絡(luò)信息資源。導(dǎo)航資源一般作為學(xué)習(xí)的輔助材料，它通過目錄的形式已完成了非本地資源的信息代理工作。P2P導(dǎo)航資源，是頁面到頁面的組織方式。它主要以標(biāo)題的形式組織代理信息資源，點擊標(biāo)題即可到達(dá)文章的真實IP地址；S2S導(dǎo)航資源，則是站點到站點的組織方式，如網(wǎng)站首頁的友情鏈接等。本地資源是指存在本地服務(wù)器或計算機上的信息資源，內(nèi)容經(jīng)過深度加工，結(jié)構(gòu)良好，如CSC電子備課系統(tǒng)、K12教學(xué)資源等也屬于此類資源。語文教師可以在教學(xué)過程的不同階段，結(jié)合學(xué)校的網(wǎng)絡(luò)硬件環(huán)境實際，選擇利用不同的教育信息資源。

近幾年來，中文網(wǎng)絡(luò)教育資源與日俱增，以語文教學(xué)為主題的教育網(wǎng)站也有了一定的數(shù)量。過去語文教師中只有極少部分的先行者費時費力封閉式地制作課件輔助教學(xué)的狀況，將由于網(wǎng)絡(luò)環(huán)境中教學(xué)資源的日益豐富和開放而得到根本的改變。現(xiàn)在很多的教學(xué)網(wǎng)站（頁）就蘊藏著極為豐富的語文教學(xué)資源。

（三）整合

近年來，隨著當(dāng)代信息技術(shù)向基礎(chǔ)教學(xué)領(lǐng)域的迅速擴展，信息素養(yǎng)（Information Literacy)及其培養(yǎng)在各國受到越來越廣泛的關(guān)注。美國對中小學(xué)信息素養(yǎng)的要求，簡而言之有以下八條：

1、具有信息修養(yǎng)的學(xué)生能有效和高效地獲取信息。

2、能熟練地批判性地評價信息。

3、能精確地創(chuàng)造性地使用信息。

4、能探求與個人興趣有關(guān)的信息。

5、能欣賞作品和其他對信息進行創(chuàng)造性表達(dá)的。

6、能力爭在信息查詢和知識創(chuàng)新中做得最好。

7、能認(rèn)識信息對于民主的重要性。

8、能實行與信息和信息技術(shù)相關(guān)的符合倫理道德的行為。語文作為一門基礎(chǔ)學(xué)科，其根本的教學(xué)目的，就是要訓(xùn)練者的理解能力和表達(dá)能力。以信息論看理解能力，它應(yīng)當(dāng)包括高效獲取信息，熟練、批判性地評價信息，有效地吸收、存儲并快速提取信息的能力；而表達(dá)能力，則應(yīng)當(dāng)包括運用文本和超文本表達(dá)信息、創(chuàng)造性地使用信息，并將以上一整套駕馭信息的能力轉(zhuǎn)化為自主、高效地學(xué)習(xí)與交流的能力。基于上述的理解，信息技術(shù)與語文學(xué)科教學(xué)的整合，不僅是十分必要的，而且是完全可能的。

在語文的理解和表達(dá)體系中，閱讀與寫作是最重要的板塊。如前所述，在信息社會的環(huán)境下，閱讀和寫作方式正在發(fā)生重大的變革。因此，我們必須在語文教學(xué)過程中，大力培育學(xué)生的信息素養(yǎng)，指導(dǎo)學(xué)生學(xué)會網(wǎng)絡(luò)環(huán)境下的閱讀和寫作。

中學(xué)語文的閱讀教學(xué)大致有五種類型：一是為大體了解讀物內(nèi)容的瀏覽性閱讀，二是為透徹理解讀物內(nèi)容的理解性閱讀，三是為獲得審美愉悅的鑒賞性閱讀，四是為提高寫作能力而進行的借鑒性閱讀，五是為研討特定的探究性閱讀。從當(dāng)前的語文教學(xué)現(xiàn)狀看，瀏覽性閱讀（博覽）和探究性閱讀（精讀）未能受到重視。因此，網(wǎng)絡(luò)環(huán)境下的閱讀應(yīng)以博覽精讀為目標(biāo)，使學(xué)習(xí)者以現(xiàn)代化的開放性的閱讀心態(tài)，適應(yīng)網(wǎng)絡(luò)信息全方位、高密度的資源特征和呈現(xiàn)方式，適應(yīng)信息社會對新一代公民文本表達(dá)并兼具超文本表達(dá)能力的要求。

瀏覽性閱讀要求是經(jīng)常瀏覽書報雜志和網(wǎng)絡(luò)信息，能快速提取主要信息，準(zhǔn)確篩選所需信息。探究性閱讀則要求圍繞專題搜集、整理相關(guān)材料，并能針對專題提出自己的某種見解。閱讀過程中的瀏覽與探究，整體教學(xué)過程中的閱讀與寫作，都是一個有機的結(jié)合體。在上，可以指導(dǎo)學(xué)生圍繞一定的主題，按照點圓式信息傳輸路徑閱讀大量的有關(guān)文本，并進而開展探究性的系列活動。在教學(xué)過程上，湖北省李克剛老師設(shè)計過如下的學(xué)習(xí)流程：

1、明確方向，提出建議。如在教學(xué)《記念劉和珍君》時，組織學(xué)生在Internet環(huán)境下，以“傳記文學(xué)”為方向進行閱讀，進而要求學(xué)生在網(wǎng)絡(luò)上把該文改寫成《劉和珍君傳》。

2、主題搜索，制作卡片。在明確方向的基礎(chǔ)上，要求學(xué)生搜集某一主題的相關(guān)資料，制作讀書卡片，初步篩選、收集信息。如在開展《祝?！烽喿x教學(xué)時，有的學(xué)生就通過搜索引擎在網(wǎng)上尋找相關(guān)信息，把魯迅筆下的女性形象集中在一起進行。

3、歸納整理，分析理解。即引導(dǎo)學(xué)生對各種資料進行歸類，學(xué)生整理歸納信息的能力。

4、展示觀點，深入認(rèn)識。在占有大量信息并進行初步歸類加工后，引導(dǎo)學(xué)生繼續(xù)完善、加深對閱讀主題的認(rèn)識，對重點信息進行深度加工，從不同角度去認(rèn)識、理解事物事理。在網(wǎng)絡(luò)環(huán)境下可以組織學(xué)生在聊天室里寫作，發(fā)表看法，交流意見，衍生創(chuàng)造出新的信息。

網(wǎng)絡(luò)環(huán)境下以博覽精讀為目標(biāo)的閱讀，是以信息論為指導(dǎo)，以圍繞閱讀目的準(zhǔn)確、快速、有效把握文章相關(guān)信息為基本原則，不斷提高學(xué)生語文能力和信息素養(yǎng)的教學(xué)模式。學(xué)生的閱讀對象除了傳統(tǒng)的書籍報刊外，還有更為豐富的即時的網(wǎng)絡(luò)資訊、多媒體信息。通過博覽精讀，學(xué)生將獲得大量的感性材料，為聯(lián)系生活提供更多的條件，從而擴大學(xué)習(xí)時空，激發(fā)寫作興趣，有效地強化作文能力的培養(yǎng)和綜合素質(zhì)的提高。時下的網(wǎng)絡(luò)空間已經(jīng)為學(xué)生發(fā)表作品提供了極為自由和廣闊的陣地，學(xué)校、學(xué)科、班級、個人主頁正層出不窮，E-mail(電子郵件）、ICQ+Netmeeting(網(wǎng)絡(luò)尋呼+聊天室）、BBS（電子公告欄）、MicroBlog（微博）等也都可以成為學(xué)生發(fā)表作品交流信息的良好載體。學(xué)生對作品發(fā)表欲的滿足，將直接激發(fā)創(chuàng)作欲，形成良性循環(huán)，促進語文能力和信息素養(yǎng)的同步提高。

我國教育技術(shù)專家桑新民博士指出：“網(wǎng)絡(luò)教育模式必須完成教師灌輸為主向?qū)W生自主與協(xié)作學(xué)習(xí)為主的關(guān)鍵性轉(zhuǎn)變”。教師有各自不同的專業(yè)，但各專業(yè)教師共同的使命則是教會學(xué)生如何學(xué)習(xí)。網(wǎng)絡(luò)技術(shù)當(dāng)然不是包治教育百病的靈丹妙藥，但毫無疑問網(wǎng)絡(luò)環(huán)境下的學(xué)習(xí)是一種高效的學(xué)習(xí)。要教會學(xué)生如何學(xué)習(xí)，包括語文科在內(nèi)的各專業(yè)教師首先必須自己先學(xué)會高效地學(xué)習(xí)。然后才能指導(dǎo)學(xué)生充分利用網(wǎng)絡(luò)這個環(huán)境更好地學(xué)習(xí)。

第二篇：網(wǎng)絡(luò)環(huán)境下初中英語寫作教學(xué)案例

網(wǎng)絡(luò)環(huán)境下初中英語寫作探究性教學(xué)案例

設(shè) 計 緣 起

“網(wǎng)絡(luò)環(huán)境下進行教學(xué)”是我國面向21世紀(jì)基礎(chǔ)教育教學(xué)改革的新視點。如今網(wǎng)絡(luò)資源越來越豐富，為學(xué)生的學(xué)習(xí)提供了大量的資源。網(wǎng)絡(luò)時代不僅為英語寫作教學(xué)帶來了新的挑戰(zhàn)，同時又為其提供了全新的思路和手段。作為計算機輔助英語教學(xué)的重要組成部分，網(wǎng)絡(luò)輔助英語寫作教學(xué)與傳統(tǒng)寫作教學(xué)相比，具有顯而易見的優(yōu)勢：

1、體現(xiàn)信息獲得和反饋的便捷性，2、體現(xiàn)學(xué)生訓(xùn)練寫作的主體性。

3、體現(xiàn)學(xué)生嘗試寫作的積極性

4、體現(xiàn)學(xué)生參與寫作的創(chuàng)造性。

5、體現(xiàn)教學(xué)資源的豐富性

近年來，我國的英語教師紛紛仿效國外網(wǎng)絡(luò)輔助寫作教學(xué)的成功范例，在自己的課堂進行嘗試，取得了實效。如顧佩婭等(1997)、王琦(2000)和胡開杰等(2001)利用電子郵件提高學(xué)生英語寫作水平，過小寧(2002)、顧紀(jì)鑫等(2002)利用網(wǎng)上寫作實驗室，顧佩婭等(2002)進行了網(wǎng)上英語寫作與項目教學(xué)法的試驗，劉偉(2000)、章國英等(2002)設(shè)計了網(wǎng)絡(luò)英語寫作課件或課程。顯然，這些開拓性實踐證明了網(wǎng)絡(luò)輔助英語寫作教學(xué)的可行性和優(yōu)勢地位。

案 例 綜 述

一、Teaching content（教學(xué)內(nèi)容）

以譯林出版社的《牛津初中英語》九年級Unit5(Films)Reading

“Hollywoods all-time best—Audrey Hepburn”話題為背景，根據(jù)寫作要求提示，組織材料，寫一篇自己喜愛的明星傳記（介紹）。

二、Teaching aims（教學(xué)目標(biāo)）

1.寫作技能目標(biāo)：

在學(xué)習(xí)“Unit5(Films)”之后，學(xué)生通過理解與把握“ Hollywood’s all-time best—Audrey Hepburn”這篇人物傳記，掌握用英文寫簡易人物傳記（介紹）的基本技能。

2.學(xué)習(xí)策略目標(biāo)：

（1）利用信息技術(shù)在網(wǎng)上瀏覽、欣賞眾多圖文并茂電影明星人物傳記，并通過學(xué)生自主、合作、探究學(xué)習(xí)方式來仿寫自己喜愛的電影明星傳記。

（2）培養(yǎng)學(xué)生信息搜索、處理、加工的能力及創(chuàng)造能力。與此同時，大量接觸與英語有關(guān)的電影題材，閱讀有關(guān)材料，討論相關(guān)話題，使學(xué)生鞏固課文中所學(xué)到的有關(guān)詞匯，學(xué)到更多詞匯，并得到大量的聽、說、讀、寫個方面的語言實踐機會。促進寫作水平的提高。

3.個體情感目標(biāo)：

在小組協(xié)作學(xué)習(xí)中體會到相互協(xié)作的重要性，以及樂于使用計算機網(wǎng)絡(luò)進行網(wǎng)上英語寫作學(xué)習(xí)和交流，同時加強情感溝通。

三、Difficult and important points(教學(xué)重點與難點)

1.如何做好閱讀與寫作的銜接。

2.對學(xué)生仿寫傳記的評論與評價。

四、電教設(shè)計：

運用新課改的理念，把信息技術(shù)與英語寫作教學(xué)進行合理有效整合，為學(xué)生積極主動的學(xué)習(xí)營造一個極好的心理場，從而調(diào)動學(xué)生多種感官參與學(xué)習(xí)，力求使視、聽、講、思、練有機地組成一個既能傳授知識、培養(yǎng)能力，又能陶冶學(xué)生的情操，培養(yǎng)學(xué)生感知美、理解美、鑒賞美、創(chuàng)造美的動態(tài)功能系統(tǒng)。

五、Teaching Methods（教學(xué)方法）：

在多媒體網(wǎng)絡(luò)教室，以學(xué)習(xí)小組為單位，把電腦擺成橢圓形，便于交流、合作。

環(huán)節(jié)一：拋出問題。

教師通過電腦多媒體課件播放電影配樂、電視明星劇照、圖文并茂電影明星人物傳記、精彩的電影剪接等，邊播放邊向同學(xué)提出相應(yīng)問題，檢查學(xué)生對所播內(nèi)容了解程度，并借機鼓勵學(xué)生對他們不了解的內(nèi)容進行探索。播放之后，教師通過多媒體教學(xué)網(wǎng)絡(luò)向?qū)W生呈現(xiàn)教學(xué)內(nèi)容、介紹文體格式，簡述寫作方法、技巧、提出字?jǐn)?shù)要求等。

【反思與分析】：人本主義心理學(xué)認(rèn)為語言學(xué)習(xí)的過程中激發(fā)情感因素可提高學(xué)習(xí)效率。網(wǎng)絡(luò)輔助寫作教學(xué)可激發(fā)學(xué)生的學(xué)習(xí)興趣和主動性，增強其社會意識和成功的自信心，為其提供表現(xiàn)個性特點的園地，使情感與認(rèn)知有機結(jié)合起來，有助于素質(zhì)教育。多媒體技術(shù)集圖像、聲音、文字、動畫和數(shù)值于一體，作文命題或講評形式更為直觀，給學(xué)生提供多方位的感官刺激，這符合行為主義理論。在英語寫作教學(xué)中，對于大多數(shù)學(xué)生而言，英語寫作不輕松，也比較乏味。在每課開始時利用學(xué)生極感興趣的精彩視頻、唯美圖片，創(chuàng)設(shè)“美”的情景，使學(xué)生耳目一新，既活躍了課堂氣氛，拓展了學(xué)生的思維，又激發(fā)學(xué)生學(xué)習(xí)興趣，這些易于理解的材料通過大腦輸入，為下一步的寫作做好了感性材料的準(zhǔn)備。為英語寫作打下了良好的基礎(chǔ)。

環(huán)節(jié)二：查找資料。

學(xué)生通過本課專題網(wǎng)站、校園網(wǎng)以及各種搜索引擎進行資料收集：瀏覽網(wǎng)頁、下載資料、閱讀大量資料（教師進行適時指導(dǎo)）。先以學(xué)習(xí)小組為單位，由小組長組織組員進行協(xié)商討論有關(guān)話題，交流觀點，挖掘主題內(nèi)容，查閱生詞、詞組，補充有關(guān)信息等，以便進一步完善或拓展其寫作思路。爾后各自行動、搜索、查閱、收集相關(guān)史料、斟酌腹稿、為形成電子稿作鋪墊。

【反思與分析】：建構(gòu)主義學(xué)習(xí)理論認(rèn)為學(xué)習(xí)是學(xué)習(xí)者在一定社會文化背景下，借助外界幫助，主動建構(gòu)獲得知識的過程?，F(xiàn)代寫作理論認(rèn)為寫作是一種認(rèn)知活動。因特網(wǎng)可幫助學(xué)習(xí)者更快地學(xué)會研究性學(xué)習(xí)，培養(yǎng)其自學(xué)能力、合作能力、獨立解決問題的能力，拓展其思路，激發(fā)其創(chuàng)作靈感。因特網(wǎng)是英

語學(xué)習(xí)的資料寶庫，網(wǎng)上書面交流可提供大量真實貼切的、學(xué)生可理解的語言學(xué)習(xí)材料。同時還可使作文內(nèi)容更貼近生活，使學(xué)生更關(guān)注社會。在多媒體的支持下，借助聲音和圖像的真實呈現(xiàn)，學(xué)生可以身臨其境地接觸到真實的寫作素材，并與之進行有意義的互動，學(xué)生全方位親身體驗英語，實現(xiàn)語言學(xué)習(xí)和語言運用的緊密結(jié)合。

環(huán)節(jié)三：整理資料 形成成果。

學(xué)生對所獲得的資料進行分析、小組成員分工進行文字創(chuàng)作、圖片編輯或網(wǎng)頁制作，形成作品：1獨立寫作(independent construction)：根據(jù)自探過程中在網(wǎng)上搜索、收集的相關(guān)視頻、圖片、文字等資料，通過小組討論結(jié)果，小組成員每人進行實際的創(chuàng)作，包括編寫提綱、打草稿等寫作過程。在這個過程中，有困難可求助于網(wǎng)絡(luò)、組員或老師，但不能抄襲他人成果。

2、伙伴編輯(peer editing)：根據(jù)教師呈現(xiàn)的簡要修改策略，學(xué)生閱讀全文，并做必要的擴充、刪節(jié)。每個組員依次評改其他三位組員的作文，并標(biāo)注出好詞、好句、好段，最后定稿。

【反思與分析】： 文字處理軟件幫助學(xué)生更快、更好、更自信地完成作業(yè)。與傳統(tǒng)紙筆方式相比，可減少抄寫作文的重復(fù)勞動。學(xué)生不必因擔(dān)心卷面整潔問題而影響思路，不易產(chǎn)生厭倦或恐懼感，相反，作業(yè)美觀可增強其寫作興趣與自信心。在寫作過程中，由生生互動、問題互動，使學(xué)生積累了寫作素材；同時，學(xué)生寫作技能的培養(yǎng)在這里也得到了較好發(fā)展。從整理思路，組織素材，到列出提綱，遣詞造句，寫出文章，整個過程是連貫的，是一體的。在這個環(huán)節(jié)中，教師使用了“問題型”、“任務(wù)型”教學(xué)法，通過學(xué)生的班級活動，小組活動，促進了學(xué)生之間的交流、合作能力。在小組交流過程中，老師也適時地參與到了討論當(dāng)中，并能適時地加以指導(dǎo)，教師扮演了活動的組織者，學(xué)生的指導(dǎo)者和啟發(fā)者的身份；體現(xiàn)了學(xué)生是課堂的主體，一切活動都是圍繞學(xué)生的學(xué)來展開的。

環(huán)節(jié)四：交流成果。

學(xué)生四人一組進行組內(nèi)交流后，把自己的作品傳到班上的網(wǎng)頁上，每位同學(xué)生在自己的電腦上可任意欣賞其他組的作品，從而達(dá)到資源共享，互相學(xué)習(xí)，為下面演示作品、評價作品做準(zhǔn)備。在“我型我秀”環(huán)節(jié)中，每組選出代表在班上進行交流。請小組代表根據(jù)研究任務(wù)、探究結(jié)果，向全體同學(xué)詮釋、演示本組代表作。通過電子教室，當(dāng)一個小組在介紹本組作品時，其他同學(xué)的電腦屏幕上都會顯示出該小組的作品。

【反思與分析】：語言教學(xué)交際理論認(rèn)為寫作是一種交際活動，學(xué)生通過網(wǎng)絡(luò)交流成果，積極提出問題并討論問題，通過與其他同學(xué)、同齡人和教師的交流合作，改善自我表達(dá)能力和交際能力。在此環(huán)節(jié)中，進一步體現(xiàn)了以學(xué)生為主、教師為輔的師生多向交流的教學(xué)模式，讓學(xué)生在團結(jié)協(xié)作的“會話”環(huán)境中發(fā)揮主動性、積極性和合作精神，它激發(fā)了學(xué)生自我確認(rèn)、自我完善和相

互競賽的動機，以及增強與人合作的技能和心理承受力，并在此過程中逐漸學(xué)會學(xué)習(xí)、學(xué)會欣賞、學(xué)會評價；增進了同學(xué)間的感情交流，改善他們的人際關(guān)系；實現(xiàn)了學(xué)生在民主、和諧、融洽的氛圍中獲取知識能力的途徑，是提高課堂教學(xué)效率，加大學(xué)習(xí)密度，拓展學(xué)生情感交流，培養(yǎng)學(xué)生綜合素質(zhì)的必由之路。

環(huán)節(jié)五：師生評價

教師規(guī)定每位學(xué)生在網(wǎng)上閱讀至少五位同學(xué)的文章，并從中選出他們認(rèn)為最好的文章。文章評價的標(biāo)準(zhǔn)由教師通過網(wǎng)絡(luò)發(fā)送給學(xué)生，供學(xué)生參考（教師的標(biāo)準(zhǔn)：（1）Topic；（2）Editing；（3）Creativethinking ；(4)Structure；

(5)Choice of vocabulary。）

此環(huán)節(jié)，教師可實現(xiàn)當(dāng)堂點評、指導(dǎo)、講解。信息的反饋僅在鼠標(biāo)點擊之間。教師可以輕易將某個學(xué)生的寫作調(diào)出，展示在全體學(xué)生面前，讓學(xué)生在教師的指導(dǎo)下集體修改，還可以讓每個學(xué)生提出自己的意見，在網(wǎng)上進行討論。

小組寫作是集體智慧的結(jié)晶，作文質(zhì)量高，也相對工整，師生評價時主要就內(nèi)容 和文章結(jié)構(gòu)發(fā)表評論，提出修改意見，采用實分制，對于好詞、好句、好段、好作文予以加分，以示鼓勵；通過對成績的分析對比，表揚成績高的小組和進步的小組；把成績最好的作文作為范文在全班朗讀，從構(gòu)思、謀篇布局到語言運用諸方面充分肯定作文的優(yōu)點，使學(xué)生多接觸正面的內(nèi)容，把成績高的小組作文張貼在班級“佳作欣賞欄”上，并要求所有同學(xué)與此對照，對自己的作文進行反思評價。網(wǎng)絡(luò)系統(tǒng)根據(jù)各小組的得分高低，自動對各小組的成績進行排序，學(xué)生可以隨時瀏覽了解各小組得分情況。（成果質(zhì)量匯總表略）

【反思與分析】：同伴評價實際上是合作學(xué)習(xí)的一種形式，其重要理論基礎(chǔ)就是考卡夫（Kafka, K）最早提出的“群體動力理論”（group dynamics）。通過組內(nèi)討論交流，小組評選，學(xué)生對自己所寫作文的要求與要點以及注意事項都有了大體的印象。老師再利用電子教室選擇不同層次代表性的文章當(dāng)堂點評。對于學(xué)生作文中比較容易出現(xiàn)的問題，應(yīng)討論出合理化建議并加以糾正，比如時態(tài)錯誤等。如果他們能在寫作中出現(xiàn)比較深層次的認(rèn)識，教師應(yīng)及時予以表揚，從而培養(yǎng)學(xué)生的寫作熱情，提高評價和欣賞文章的水平。機器閱卷與文字處理軟件有助于教師更高效地批改和講評作業(yè)，既能減輕教師負(fù)擔(dān)，又能提高教學(xué)效果。師生可建立作業(yè)檔案和進行其它教學(xué)管理?？筛鶕?jù)作業(yè)檔案清楚地了解和分析其學(xué)習(xí)動態(tài)及進步情況，有針對性地進行提高。教師可利用Excel等軟件管理學(xué)生的成績，以便形象地再現(xiàn)寫作思維活動的過程。Word等文字處理軟件可保存每一稿的寫作修改，記錄寫作過程，使創(chuàng)作者對寫作這一富于動態(tài)感的思維過程有更感性的認(rèn)識。

六、結(jié)語

本節(jié)課展示了基于網(wǎng)絡(luò)進行英語寫作探究性學(xué)習(xí)的模式，它是一個完整的探究學(xué)習(xí)過程，包括了問題的拋出、查找資料、分析資料、形成結(jié)論、交流評

價幾個環(huán)節(jié)，所有的環(huán)節(jié)在短短的一節(jié)課完成，這一在常規(guī)課堂中不可能實現(xiàn)的夢想在運用網(wǎng)絡(luò)教學(xué)中成為現(xiàn)實。

筆者經(jīng)過今年的實踐與研究，在“利用網(wǎng)絡(luò)進行初中英語寫作探究性學(xué)習(xí)”上，取得了一下成效：第一，學(xué)生的英語學(xué)習(xí)的興趣明顯提高；第二，學(xué)生的主體意識有較明顯的提高；第三，學(xué)生的英語能力有較明顯的提高；第四，學(xué)生的英語作文成績有明顯提高；第五，提高了英語教學(xué)質(zhì)量，為初中英語課堂寫作教學(xué)改革提供了新的思路。

值得注意的是，在實施方案之前既要重視教師所做的準(zhǔn)備工作，也要重視學(xué)生進行活動所需要的技能準(zhǔn)備，盡可能消除活動中可能出現(xiàn)的無關(guān)障礙，保證活動的順利進行，這一點，在本課中體現(xiàn)的總的還不錯，但個別同學(xué)還做得欠佳，應(yīng)加以提高，另外值得注意的一點是，在整合過程中英語教師與信息教師之間要加強配合，教師們可以利用各自的學(xué)科優(yōu)勢，承擔(dān)不同的職責(zé)，為學(xué)生有效地進行活動提供更多的幫助。

總之，將網(wǎng)絡(luò)技術(shù)引入英語寫作教學(xué)，以現(xiàn)代寫作理論為指導(dǎo)，從重視寫作過程的教學(xué)思想出發(fā)，革新教學(xué)手段，才能引起教學(xué)觀念與方法上的根本改變，從而克服傳統(tǒng)教學(xué)中的一些缺陷。

參考文獻(xiàn):

1．顧佩婭，蘇曉軍，1997，Email與英語教學(xué)：理論與應(yīng)用[J]，外語電化教學(xué)(1)：17-20。

2．王琦，2000，E-mail與現(xiàn)代英語寫作教學(xué)[J]，外語電化教學(xué)(3)：39-41。

3．胡開杰，吳安萍，2001，EMAILING在英語寫作教學(xué)中的作用與嘗試[J]，南京理工大學(xué)學(xué)報(社科版)(5)：61-64。

4．顧紀(jì)鑫，丁煜，2002，英語寫作教學(xué)新手段—網(wǎng)上寫作實驗室[J]，外語電化教學(xué)(5)：37-40。

5．顧佩婭，朱敏華，2002，網(wǎng)上英語寫作與項目教學(xué)法研究[J]，外語電化教學(xué)(6)：3-7。

6．劉偉，2000，網(wǎng)上英語寫作課件的開發(fā)[J]，外語電化教學(xué)，(3)：42-44。

7．章國英，胡繼岳，2002，網(wǎng)絡(luò)英語寫作課程的設(shè)計及應(yīng)用[J]，中國醫(yī)學(xué)教育技術(shù)(4)：240-243。

8．張建偉，盧達(dá)溶，2002，關(guān)于網(wǎng)絡(luò)協(xié)作探究學(xué)習(xí)及其影響因素的實證研究[J]，電化教育研究(8)：38-41。

9．顧佩婭，曹嶺嵐，許可，1999, 漫游INTERNET英語世界—Internet輔助英語教學(xué)[M]，上海：上海外語教育出版社。.

第三篇：多媒體網(wǎng)絡(luò)環(huán)境下的高中英語寫作教學(xué)

多媒體網(wǎng)絡(luò)環(huán)境下的高中英語寫作教學(xué)

內(nèi)容摘要

根據(jù)新課標(biāo)，高中英語寫作教學(xué)越來越重視學(xué)生的獨立、協(xié)作、創(chuàng)新和利用多媒體網(wǎng)絡(luò)進行交流學(xué)習(xí)、搜索信息的能力。令我們欣慰的是，現(xiàn)在多媒體網(wǎng)絡(luò)技術(shù)恰好能夠滿足新課標(biāo)各個方面的要求。多媒體網(wǎng)絡(luò)寫作教學(xué)有許多的優(yōu)勢是傳統(tǒng)寫作教學(xué)無法超越的。在教學(xué)過程中，老師能夠提供多種多樣的刺激材料，并且能夠利用多媒體網(wǎng)絡(luò)平臺進行獨立搜索、處理材料，他們能夠互相交流、討論作文主題、互相評價作品。然而，多媒體網(wǎng)絡(luò)寫作教學(xué)也有它本身的缺點，因此需要我們付出巨大的努力去克服它們，唯有通過這種方式，我們才能得到好的教學(xué)效果。

關(guān)鍵詞： 多媒體網(wǎng)絡(luò)

寫作教學(xué)

信息培養(yǎng)

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

projectored classroom[J].Foreign Language World.叢春紅.新課標(biāo)下的高中英語寫作教學(xué)策略[J].英語教育周刊電子版.汪明.(2008).大學(xué)英語教學(xué)模式的比較研究[J].海南廣播電視大學(xué)學(xué)報.趙麗.網(wǎng)絡(luò)環(huán)境下英語寫作教學(xué)的優(yōu)勢[J].北京聯(lián)合大學(xué)旅游學(xué)院英語旅游文化系.黃云霞.網(wǎng)絡(luò)及多媒體在高中英語教學(xué)中的作用[J].江西新余市第六中學(xué).周玉梅.(2009).淺談新課標(biāo)下如何培養(yǎng)學(xué)生的英語寫作能力[J].延邊教育學(xué)院學(xué)報.劉文艷.(2009).基于多媒體網(wǎng)絡(luò)環(huán)境下的英語寫作觀點構(gòu)建[J].蘭州學(xué)刊.Acknowledgements Four years’ time of college will go by quickly.Reminding of these years, I have done many things, such as: reading, textual research, graduation thesis design and so on.It seems that all goes naturally.Graduation thesis is our last word that we say goodbye to the life of university, so we need to be serious, and get a perfect end.After months of hard work, with the enthusiastic help of guiding teacher and other students, I complete the report finally.Firstly, I want to say thanks to my essay supervisor *** who has guided me patiently to finish this paper, without her help, I couldn’t have completed this paper design;Secondly, I should give my thanks to the English majors, because they have help me do the questionnaires with responsibility.All in all, I will give thanks to everyone who has helped me.

第四篇：網(wǎng)絡(luò)環(huán)境下的大學(xué)英語寫作教學(xué)

網(wǎng)絡(luò)環(huán)境下的大學(xué)英語寫作教學(xué)

【摘 要】英語寫作是大學(xué)英語教學(xué)中非常重要卻又容易被忽視的環(huán)節(jié)，傳統(tǒng)教學(xué)模式中存在的問題一直沒有得到解決。多媒體網(wǎng)絡(luò)技術(shù)的發(fā)展和建構(gòu)主義教學(xué)觀為大學(xué)英語寫作教學(xué)提供了新的平臺和思路。本文筆者試圖用建構(gòu)主義的觀點來分析網(wǎng)絡(luò)技術(shù)應(yīng)用于大學(xué)英語寫作教學(xué)的優(yōu)勢，探討基于網(wǎng)絡(luò)的大學(xué)英語寫作教學(xué)新模式。

【關(guān)鍵詞】英語寫作教學(xué) 網(wǎng)絡(luò)技術(shù) 建構(gòu)主義

【中圖分類號】G642 【文獻(xiàn)標(biāo)識碼】A 【文章編號】1674-4810（2014）13-0088-02

長期以來，英語寫作是大學(xué)英語教學(xué)中容易被忽視的部分。很多高校沒有開設(shè)大學(xué)英語寫作課程，也沒有獨立的英語寫作教材，大部分教師僅是利用讀寫課程的空余時間講解寫作技巧，布置寫作任務(wù)。這種“以教師為中心”的英語寫作教學(xué)方式由于課時有限、大班教學(xué)以及教師在批改學(xué)生作文時巨大的工作量，在很大程度上制約了寫作教學(xué)的發(fā)展，學(xué)生的寫作水平得不到提高。因此，進行大學(xué)英語寫作教學(xué)改革，探索大學(xué)英語寫作教學(xué)新模式成為一項刻不容緩的任務(wù)。教育部頒發(fā)的《大學(xué)英語課程教學(xué)要求》強調(diào)大學(xué)英語教學(xué)要采用以現(xiàn)代信息技術(shù)，特別是網(wǎng)絡(luò)技術(shù)為支撐的新型英語教學(xué)模式。這也為大學(xué)英語寫作的教學(xué)提供了新思路。隨著網(wǎng)絡(luò)技術(shù)的蓬勃發(fā)展，英語寫作的教學(xué)觀念、教學(xué)內(nèi)容和教學(xué)方式得到了有力的物質(zhì)支持。如何實現(xiàn)信息技術(shù)與英語寫作課程的有效結(jié)合，構(gòu)建網(wǎng)絡(luò)環(huán)境下的大學(xué)英語寫作教學(xué)模式，已成為英語寫作教學(xué)的迫切需要。

一 網(wǎng)絡(luò)環(huán)境下英語寫作教學(xué)的理論基礎(chǔ)――建構(gòu)主義

建構(gòu)主義，其先驅(qū)者可追溯至瑞士的皮亞杰。20世紀(jì)60年代，皮亞杰最先提出認(rèn)知建構(gòu)觀。建構(gòu)主義提倡在教師指導(dǎo)下、以學(xué)習(xí)者為中心的學(xué)習(xí)，既強調(diào)學(xué)習(xí)者的認(rèn)知主體作用，又不忽視教師的指導(dǎo)作用。教師是意義建構(gòu)的幫助者、促進者，而不是知識的傳授者與灌輸者。學(xué)生是信息加工的主體、是意義的主動建構(gòu)者，而不是外部刺激的被動接受者和被灌輸?shù)膶ο?。建?gòu)主義認(rèn)為，學(xué)習(xí)者的知識是在一定情境下，借助他人的幫助，如人與人之間的協(xié)作、交流、利用必要的信息等，通過意義的建構(gòu)而獲得。理想的學(xué)習(xí)環(huán)境包括情境、協(xié)作、交流和意義建構(gòu)四個部分。與建構(gòu)主義學(xué)習(xí)理論以及建構(gòu)主義學(xué)習(xí)環(huán)境相適應(yīng)的教學(xué)模式為：“以學(xué)生為中心，在整個教學(xué)過程中由教師起組織者、指導(dǎo)者、幫助者和促進者的作用，利用情境、協(xié)作、會話等學(xué)習(xí)環(huán)境要素充分發(fā)揮學(xué)生的主動性、積極性和首創(chuàng)精神，最終達(dá)到使學(xué)生有效地實現(xiàn)對當(dāng)前所學(xué)知識的意義建構(gòu)的目的?！痹谶@種模式中，學(xué)生是知識意義的主動建構(gòu)者；教師是教學(xué)過程的組織者、指導(dǎo)者，意義建構(gòu)的幫助者、促進者；教材所提供的知識不再是教師傳授的內(nèi)容，而是學(xué)生主動建構(gòu)意義的對象；媒體也不再是幫助教師傳授知識的手段、方法，而是用來創(chuàng)設(shè)情境、進行協(xié)作學(xué)習(xí)和會話交流，即作為學(xué)生主動學(xué)習(xí)、協(xié)作式探索的認(rèn)知工具。

隨著網(wǎng)絡(luò)技術(shù)的高速發(fā)展，網(wǎng)絡(luò)教學(xué)模式與建構(gòu)主義對學(xué)習(xí)環(huán)境的要求契合。因此，建構(gòu)主義學(xué)習(xí)理論成為網(wǎng)絡(luò)教學(xué)的主要理論基礎(chǔ)。

二 網(wǎng)絡(luò)環(huán)境下英語寫作教學(xué)的優(yōu)勢

1.以學(xué)生為中心，調(diào)動學(xué)生的積極性

網(wǎng)絡(luò)教學(xué)以其新穎的形式和多樣化的內(nèi)容，利用圖片、音樂、視頻等多種表現(xiàn)形式激發(fā)學(xué)生的學(xué)習(xí)熱情和積極性。網(wǎng)絡(luò)環(huán)境下不僅能創(chuàng)造逼真的語言環(huán)境，而且在寫作中將文字、圖像、聲音和動畫結(jié)合起來，使寫作更加生動、活潑、有感染力。在多媒體網(wǎng)絡(luò)英語寫作教學(xué)中，寫作學(xué)習(xí)的重心已由教師轉(zhuǎn)移到了學(xué)生。教師起組織、引導(dǎo)和答疑的作用，學(xué)生卻能充分發(fā)揮自己的主動性和首創(chuàng)精神，最終達(dá)到使自己有效地實現(xiàn)對當(dāng)前所學(xué)知識進行意義建構(gòu)的目的。

2.網(wǎng)絡(luò)多媒體為寫作提供豐富的素材

在傳統(tǒng)的寫作教學(xué)模式下，寫作任務(wù)的材料通常來自課后習(xí)題，一方面話題比較陳舊，體現(xiàn)不出時代感；另一方面與學(xué)生生活聯(lián)系不緊密，學(xué)生往往缺乏興趣，寫作積極性不高，導(dǎo)致寫作質(zhì)量較差。而在多媒體網(wǎng)絡(luò)環(huán)境下進行寫作教學(xué)的優(yōu)勢就在于它將豐富多彩的文本、圖片、聲音、視頻等媒體結(jié)合在一起，激發(fā)學(xué)生的寫作熱情。網(wǎng)絡(luò)可以為學(xué)生提供豐富的寫作資源，學(xué)生可以從各種英語學(xué)習(xí)網(wǎng)站上獲取大量相關(guān)信息，搜集寫作素材，積累寫作技巧。學(xué)生可以利用搜索引擎，如Baidu、Google、有道等輕松地獲得許多與寫作主題相關(guān)的信息。這樣，學(xué)生可以在寫作之前進行充分的知識儲備，擴大自己的知識面，深化自己對某一話題的認(rèn)識，寫的時候就會言之有物，有思想深度。通過學(xué)習(xí)英語寫作網(wǎng)站中的優(yōu)秀范文來拓展他們的知識面，積累寫作技巧，從而對寫作更有熱情，提高自己的英語寫作水平。

3.有利于培養(yǎng)學(xué)生自主學(xué)習(xí)的能力

傳統(tǒng)的大學(xué)英語寫作教學(xué)模式是：教師講一個寫作技巧之后布置一個作文題目，學(xué)生寫完之后交上作業(yè)，教師最后進行批改。在這種教學(xué)模式下，學(xué)生處于被動地位，造成學(xué)生作文中思想貧乏，表達(dá)不流暢，內(nèi)容空洞。在網(wǎng)絡(luò)環(huán)境下，學(xué)生在英語寫作教學(xué)中的角色由被動的知識接受者向主動的知識建構(gòu)者轉(zhuǎn)變，成為寫作教學(xué)的主體。學(xué)習(xí)過程不再是被動地接受知識，消極地應(yīng)對寫作任務(wù)。學(xué)生的學(xué)習(xí)主體意識增強，在寫作前的準(zhǔn)備階段，學(xué)生利用信息技術(shù)，檢索大量的信息材料，用于準(zhǔn)備寫作課堂中的相關(guān)話題。在寫作課堂的小組討論活動中，由于前期的積極參與，活動時能更好地融入相關(guān)話題，激發(fā)更大的學(xué)習(xí)熱情，從而能夠積極主動地吸取寫作材料中的思想、觀點和語言，使語言最大限度地內(nèi)化為自己的知識。

在寫作過程的實踐中，學(xué)生可以對所吸收到的寫作觀點及相關(guān)的語言表達(dá)方式進行整合，增加寫作觀點，豐富語言表達(dá)形式，從而更好地融入寫作過程中，體現(xiàn)了以“學(xué)習(xí)者為中心”的建構(gòu)主義教學(xué)理念。

4.有利于師生互動，提高寫作效率

在傳統(tǒng)寫作教學(xué)中，教師批改作文的時間有限，只是簡單勾畫出語法和表達(dá)錯誤，不能完全傳達(dá)給學(xué)生寫作錯誤的理由，師生缺乏交流，這種情況下學(xué)生的寫作水平很難得到提高。而網(wǎng)絡(luò)平臺具有實時交流的特點，便于學(xué)生之間開展討論和分享信息。利用電腦可以將寫板書的時間大大縮短，增加了師生互動的頻率。在老師的指導(dǎo)下，學(xué)生之間相互探討寫作技巧，并運用技巧編造句子，這樣既活躍了課堂氣氛，而且讓學(xué)生將學(xué)到的寫作理論運用到實踐中。通過網(wǎng)絡(luò)學(xué)生還可以利用QQ、論壇以及新興的微博和微信等其他交流平臺進行寫作方面的探討。這種方式在鼓勵學(xué)生寫作的同時，也增進了師生間的感情。在這種模式下，學(xué)生可以自由選擇交流的時間、形式以及內(nèi)容，教師通過這種交流來監(jiān)控每個學(xué)生的寫作過程，隨時給予必要的指導(dǎo)。這必將會大大提高大學(xué)英語寫作教學(xué)的效率。

三 結(jié)束語

建構(gòu)主義學(xué)習(xí)理論為基于網(wǎng)絡(luò)的大學(xué)英語寫作教學(xué)提供了新思路和廣闊的空間?；诰W(wǎng)絡(luò)技術(shù)的英語寫作教學(xué)模式為大學(xué)英語教學(xué)指出了新方向。網(wǎng)絡(luò)環(huán)境下的英語寫作教學(xué)模式的優(yōu)勢有利于大學(xué)生英語寫作能力的培養(yǎng)和提高。但是，由于各個學(xué)校的現(xiàn)實條件，網(wǎng)絡(luò)環(huán)境只是作為傳統(tǒng)寫作教學(xué)的輔助方式。在探索新的教學(xué)模式過程中還有一些潛在問題需要加以考慮：一方面，我們必須看到網(wǎng)絡(luò)輔助工具的優(yōu)越性，能有效提高自身的計算機水平和網(wǎng)絡(luò)應(yīng)用能力，并提高教學(xué)效果；另一方面，由于網(wǎng)絡(luò)資源質(zhì)量良莠不齊，因此網(wǎng)絡(luò)環(huán)境下的英語寫作教學(xué)過程中對于網(wǎng)絡(luò)資源的選擇并不是聽任學(xué)生無目的地進行網(wǎng)絡(luò)資源瀏覽，而是教師有意識有目的指導(dǎo)下學(xué)生對于資源的整合、歸納、吸收、運用的過程。

參考文獻(xiàn)

[1]劉學(xué)思、陸雪芹.網(wǎng)絡(luò)環(huán)境下英語學(xué)習(xí)策略的缺失與培養(yǎng)[J].湖北工業(yè)大學(xué)學(xué)報，2010（6）

[2]張曉艷.建構(gòu)主義學(xué)習(xí)理論與大學(xué)英語教學(xué)[J].三峽大學(xué)學(xué)報（人文社會科學(xué)版），2006

〔責(zé)任編輯：龐遠(yuǎn)燕〕

第五篇：網(wǎng)絡(luò)下的寫作教學(xué)

網(wǎng)絡(luò)環(huán)境下的寫作教學(xué)初探

寫作教學(xué)作為語文教學(xué)的半壁江山，我很希望它更“妖嬈秀美”一些或更“壯麗偉岸”一點。但是，“九年一貫”的傳統(tǒng)寫作教學(xué)方法在九年級的學(xué)生看來，再怎么翻新花樣，他們也不覺“新鮮”了，他們甚至形成了自己所謂的寫作“風(fēng)格”，幾乎刀槍不入了，怎么辦呢？這時，一個聲音從心底傳來：愛他們，就要懂他們。于是，我嘗試著開通了他們特別熱衷的博客，并把寫作教學(xué)與博客進行了有效鏈接和創(chuàng)造性地整合，讓我的博客充分為寫作教學(xué)服務(wù)。果然，這一招吸引了他們的寫作興趣，激發(fā)了他們的寫作熱情。漸漸的，他們愿意跟老師交流、看法，愿意跟老師分享成果了。

（一）讓博客成為“作文園地”。我把往屆畢業(yè)生曾在刊物上發(fā)表過的《黑巧克力的味道》《我依然銘記》《聆聽青春的心曲》等文章放在博客里，分“文章呈現(xiàn)”——“教師點評”——“發(fā)表刊物”三部分來呈現(xiàn)，請他們閱讀并點評，以激發(fā)他們強烈的表達(dá)欲望和寫作興趣。如：

【文章呈現(xiàn)】 聆聽青春的心曲

山東省利津縣第二實驗學(xué)校劉杰晶

如果說人生是一首悅耳的協(xié)奏曲，那么青春必定是其中最動聽的樂章。但誰又曾知道：青春的夢有多么遙遠(yuǎn)……

……

從那以后，許愿瓶里又多了一個心愿：老師，我渴望您信任的目光！【教師點評】

青春，人生的花季。我們擁有多少心愿，多少夢想？小作者以流暢生動的語言，飽滿真摯的情感，為我們奏響了三段青春的心曲，表達(dá)了渴望父母理解、同學(xué)友愛、老師信任的美好心愿。敘事緊扣中心，詳略得當(dāng)。小標(biāo)題形式，思路清晰，照應(yīng)題目，引人耳目；多處比喻修辭的運用，使文章韻味無窮。

【發(fā)表刊物】本文發(fā)表于《新課程》2011年第48期“小荷初露”欄目

榜樣的力量是無窮的。當(dāng)學(xué)生為師哥師姐的文筆而驚嘆不已時，我告訴他們，你們也行，“功夫不負(fù)有心人”嘛！當(dāng)學(xué)生產(chǎn)生了強烈的寫作期待，有了“煮飯”的熱情，變“押著寫”為“自覺寫”，那么，“下筆如有神”的境界便不再是幻想了。

（二）讓博客成為“虛擬教室”。我把每一次的作文題目提早放在博客上，請同學(xué)們閱讀并在“評論”里寫下自己的設(shè)想、感悟或困惑，為作文課上進行思路點撥作準(zhǔn)備。下面就是我精心選擇的一個話題：

親愛的同學(xué)，歡迎你來到這里！只要你細(xì)心研讀下面的文字，相信你一定能收獲很多，寫出更“春天”的作文，老師期待你的精彩！

2010年9月，兩名民工男子在嘈雜、凌亂的屋子里翻唱汪峰的《春天里》。沙啞滄桑的聲音讓這段視頻迅速走紅網(wǎng)絡(luò)?！叭绻幸惶欤仪娜浑x去，請把我埋在這春天里……”很多網(wǎng)友都被他們的經(jīng)歷和歌聲中的蒼涼所觸動。“旭日陽剛”的執(zhí)著和堅持感動了很多人。在鼓勵、支持“旭日陽剛”的同時，很多人都在找尋、激勵著自己繼續(xù)追求自己的“春天”?；蛟S每個人都有自己的“春天”，也生活在自己的“春天里”，不管過去、現(xiàn)在，還是未來……

請以“活在春天里”為話題，寫一篇文章，文體自選（詩歌除外），不少于600字。這篇作文設(shè)計的點擊量達(dá)到了414，我想：既然要懂他們，那么寫作話題的選擇就一定要精心，一定要聯(lián)系學(xué)生生活和社會熱點，這樣，學(xué)生才喜歡寫作，對寫作有所期待！

（三）讓博客成為“精神獎臺”。我把批改后的學(xué)生習(xí)作放在博客里，使博客成為一個分享創(chuàng)作成果的平臺。有時，我將學(xué)生作文中的亮點作分類展示，以便他們?nèi)￠L補短，完善提高，也保護了他們創(chuàng)作的熱情和自信！如：

靚麗文題展示——

伴著“痛”的愛（李晨鵬）向日葵沒有眼淚（岳桂杰）讓“吉祥”回家（劉哲）修剪自己（馬瑞）

他曾打折我青春的翅膀（高雪晴）班主任的風(fēng)花雪月（張陽陽）精彩思路展示——

①對比：通過“我”對青年乞丐和老年乞丐的截然不同的態(tài)度對比，突出“我”也有愛心?！獜垪澖?/p>

②層層鋪設(shè)：“我”向陌生人尋求幫助，接連兩位陌生人拒絕了我，正當(dāng)我心灰意冷時，一位司機師傅毫不客氣地幫助了我?！辛嵫?/p>

③欲揚先抑：先寫用三分之一的篇幅寫母親的堅強無比，再通過一件具體典型的事件表現(xiàn)母親堅強背后的脆弱?！愒?④雙重線索：一邊寫瓷娃娃的遭遇，一邊寫我的經(jīng)歷?！拦鸾?/p>

有時，我會將失誤作文與滿分作文同時放在博客里，讓學(xué)生進行審題、構(gòu)思等方面的定點比較閱讀；有時，我會將有難度的作文題目給予一定的思路點撥和例文展示，而后讓學(xué)生進行二次作文……如：

二次作文點撥與指導(dǎo) 網(wǎng)絡(luò)環(huán)境下的寫作教學(xué)初探 題目：其實，也有

【思路點撥】這是一個典型的波瀾式半命題作文。

首先要審出半命題本身的暗含信息或關(guān)鍵字眼?？刹捎谩笆÷员容^法”如去掉“其實”，題目變?yōu)椤耙灿小?，與原題目比較，會發(fā)現(xiàn)，“其實”表現(xiàn)的是一個認(rèn)知變化的過程，文章要體現(xiàn)出這個變化?！耙灿小迸c“有”做一比較，會發(fā)現(xiàn)“也”表明通常認(rèn)為沒有或難以發(fā)現(xiàn)或難以體會的性情、道理、特點等，而你發(fā)現(xiàn)或體會到了。擬題本身要符合“難以發(fā)現(xiàn)或體會”這一特點。如“其實，苦中也有甜”“其實，樂天派也有煩惱”“其實，熟悉的地方也有風(fēng)景”“其實，野百合也有春天”等。而““其實，小巷中也有愛”“其實，風(fēng)雨也有停駐時”“其實，動物也有愛”等不符合題目立意。這樣看來，半命題本身已經(jīng)確定了文章的寫作思路是先做“沒有”的鋪墊——經(jīng)歷事件后（可兩件），認(rèn)識轉(zhuǎn)變——揭示主旨，升華感情。審好題目，也就審出了思路。擬好題目，也就確定了中心。因此，要舍得在審題上花力氣。

《語文課程標(biāo)準(zhǔn)》寫作教學(xué)建議指出：積極合理利用信息技術(shù)與網(wǎng)絡(luò)的優(yōu)勢，豐富寫作形式，激發(fā)寫作興趣，增加學(xué)生創(chuàng)造性表達(dá)、展示交流與互相評改的機會。我想，充分利用博客，為寫作教學(xué)搭建廣闊的舞臺，為作文展示提供生動的園地，最大限度地激發(fā)學(xué)生的寫作興趣和潛質(zhì)，不失為一種有益的嘗試！

網(wǎng)絡(luò)環(huán)境下小學(xué)生作文教學(xué)模式的探索

摘要：以多媒體計算機和網(wǎng)絡(luò)技術(shù)為核心的信息技術(shù)在作文教學(xué)中的廣泛應(yīng)用，正悄然引發(fā)作文教學(xué)的深刻變革。本文試從網(wǎng)絡(luò)環(huán)境下作文教學(xué)的優(yōu)勢、教學(xué)過程實施的策略等方面入手探究，網(wǎng)絡(luò)環(huán)境下作文教學(xué)模式。

關(guān)鍵詞：網(wǎng)絡(luò)環(huán)境作文教學(xué)探索思考

隨著多媒體技術(shù)、網(wǎng)絡(luò)技術(shù)的迅速發(fā)展，多媒體計算機網(wǎng)絡(luò)的教育應(yīng)用已成為現(xiàn)代教育改革的重要內(nèi)容之一。以多媒體和網(wǎng)絡(luò)技術(shù)為核心的現(xiàn)代信息技術(shù)在教學(xué)中的廣泛應(yīng)用，正在悄然引發(fā)作文教學(xué)的深刻變革。

一、網(wǎng)絡(luò)環(huán)境下高年級作文教學(xué)優(yōu)勢多

在小學(xué)教學(xué)中寫作能力的培養(yǎng)是基本的語文能力之一，是語文諸項能力中至關(guān)重要的一項，是語文水平的綜合體現(xiàn)。對學(xué)生來說，寫作能力的獲得要比閱讀和聽說能力的獲得難度更大些，因此應(yīng)當(dāng)十分重視學(xué)做能力訓(xùn)練。利用網(wǎng)絡(luò)資源進行作文教學(xué)可以彌補傳統(tǒng)教學(xué)的不足。

1.網(wǎng)絡(luò)進課堂，讓作文課充滿生趣。多媒體的聲、光、色、形等特性及其教材的生動性、形象性、真實性，創(chuàng)設(shè)了教學(xué)情境，為學(xué)生提供動感。從學(xué)生認(rèn)知規(guī)律看，寫作中尤其重要的是改的過程，是思維的過程，是錘煉的過程，是“悟”的過程。因而在教學(xué)中通過生動、形象、具體的修改過程引導(dǎo)學(xué)生形成清晰表象，豐富感性知識，從而發(fā)展認(rèn)知能力。教師可以通過互聯(lián)網(wǎng)查找各種有關(guān)作文課的聲音、圖像、視頻以活躍課堂氣氛，激起了學(xué)生說的興趣，為學(xué)生打開語言創(chuàng)造條件，讓他們想說、敢說。

2.媒體網(wǎng)絡(luò)的利用為收集信息材料、增加資源提供了廣度。網(wǎng)絡(luò)作文教學(xué)的研究，不僅對教學(xué)過程的研究，也是對學(xué)習(xí)資源、學(xué)習(xí)環(huán)境的設(shè)計、開發(fā)、利用、管理和評價的研究，二者相輔相成。

3.網(wǎng)上作文資源有助于擴展學(xué)生的閱讀范圍。通過網(wǎng)絡(luò)為學(xué)生提供更豐富的網(wǎng)絡(luò)和生活素材。電教媒體正是創(chuàng)設(shè)真實情境的最有效工具。網(wǎng)絡(luò)環(huán)境以其開放性、交互性強的特點，為學(xué)生的主體性發(fā)展創(chuàng)設(shè)了廣闊的空間。在作文教學(xué)中，學(xué)生借助網(wǎng)絡(luò)提供的豐富學(xué)習(xí)資源，自主選擇圖形、圖像和文字等素材，自己通過觀察、想象、表達(dá)和評改，達(dá)到多向交流的目的。

二、網(wǎng)絡(luò)環(huán)境下學(xué)生作文教學(xué)的實施過程 作文教學(xué)專題網(wǎng)站的建設(shè)，網(wǎng)絡(luò)作文教學(xué)實施的前提是專題學(xué)習(xí)網(wǎng)站的設(shè)計、開發(fā)。網(wǎng)站的設(shè)計制作要滿足學(xué)生學(xué)習(xí)的需要，頁面的設(shè)置必須有良好的交互性，可供學(xué)生自主選擇學(xué)習(xí)內(nèi)容。教師把各種教學(xué)內(nèi)容制作成Web 網(wǎng)頁，組成Web 網(wǎng)站，存放到Web 服務(wù)器上。利用www 瀏覽器，學(xué)生上課時在專題學(xué)習(xí)網(wǎng)站和Internet 網(wǎng)上獲得所需要的信息和進行網(wǎng)上交流。網(wǎng)頁的設(shè)置按照寫人、記事、寫景、狀物、應(yīng)用文等五類作文分為“作文目標(biāo)”“素材超市”“拓展導(dǎo)航”“萌芽園地”和“交流天地”等欄目進行設(shè)計。

1.作文目標(biāo)”設(shè)計網(wǎng)絡(luò)作文教學(xué)目標(biāo)的確立，除了常規(guī)作文目標(biāo)之外，還包括以下內(nèi)容：（1）能從Internet 網(wǎng)和專題學(xué)習(xí)網(wǎng)站上獲取所需的寫作素材；（2）能對收集到的寫作素材進行剪切、粘貼、整理；（3）通過計算機輸入，在“萌芽園地”提交自己的習(xí)作；（4）通過“交流天地”相互評改、交流習(xí)作。

2.素材超市”設(shè)計我們在“素材超市”運用超文本方式把文字、聲音、圖片、視頻、動畫等信息鏈接在一起，構(gòu)成一個超媒體系統(tǒng)。學(xué)生可按照作文教學(xué)內(nèi)容及要求，根據(jù)自己的興趣和愛好自主選擇素材欣賞，同時醞釀如何表達(dá)。比如學(xué)生要寫一種可愛的小動物，那么，“素材超市”中可提供多種動物的圖片資料、文字資料（動物介紹）、外形及生活習(xí)性的錄像資料等。學(xué)生可自由反復(fù)點擊所選對象進行觀看，從中獲得翔實的寫作素材。

3.拓展導(dǎo)航”設(shè)計學(xué)生擁有了豐富的寫作素材之后，要把習(xí)作完成好，這就需要教師和網(wǎng)絡(luò)提供導(dǎo)航。在這一版塊中我們按照各類作文設(shè)計了“好詞妙句連編”“優(yōu)秀范文欣賞”“迷津指點”和“鏈接網(wǎng)站”。

4.萌芽園地”設(shè)計網(wǎng)絡(luò)作文教學(xué)的最終目的是學(xué)生能夠通過教學(xué)支撐平臺———“萌芽園地”完成自己的表達(dá)。學(xué)生通過在線選材、在線構(gòu)思后，把自己要表達(dá)的內(nèi)容通過“萌芽園地”來完成。學(xué)生可借助在線求助得到教師的指導(dǎo)，同時教師也可利用一定的反饋了解學(xué)生寫作的信息，有針對性地進行指導(dǎo)。

網(wǎng)絡(luò)環(huán)境下作文教學(xué)的核心是學(xué)生利用網(wǎng)絡(luò)自主獲取信息、自主作文、自主評改，最終實現(xiàn)自主發(fā)展的目標(biāo)。將現(xiàn)代信息技術(shù)應(yīng)用到作文實踐中，為學(xué)生搭建相互學(xué)習(xí)、相互交流的平臺，便于共享和修改。整節(jié)課教師的主導(dǎo)作用，學(xué)生的主體作用充分體現(xiàn)。這有利于提高學(xué)生的鑒賞、審美水平和寫作水平。

參考文獻(xiàn)： 1.關(guān)文信主編.新課程理念與課堂教學(xué)行為策略叢書《新課程理念與小學(xué)語文課堂教學(xué)實施》———首都師范大學(xué)出版社

2.謝海龍.《網(wǎng)絡(luò)作文教學(xué)模式的研究與實踐》.《電化教育研究》.2003年（1）3.高婉榮《多媒體網(wǎng)絡(luò)環(huán)境下新型作文教學(xué)模式初探》《中國電化教育》.2002年（3）4.沈靜《學(xué)生主體網(wǎng)絡(luò)作文講評教學(xué)模式的初步研究》《北京電化教育》.2001年（1）作者單位：山東省棗莊市市中區(qū)實驗小學(xué)