第一篇：網(wǎng)絡(luò)環(huán)境下的高中英語(yǔ)泛讀教學(xué)

網(wǎng)絡(luò)環(huán)境下的高中英語(yǔ)泛讀教學(xué)

【提 要】現(xiàn)代英語(yǔ)教學(xué)對(duì)學(xué)生閱讀能力培養(yǎng)提出高要求，網(wǎng)絡(luò)環(huán)境為泛讀教學(xué)提供了豐富方便的資源。本文探討網(wǎng)絡(luò)環(huán)境下泛讀教學(xué)的優(yōu)越性；網(wǎng)絡(luò)閱讀資源庫(kù)的構(gòu)建；網(wǎng)絡(luò)環(huán)境下泛讀教學(xué)策略。

【關(guān)鍵詞】網(wǎng)絡(luò)環(huán)境 英語(yǔ) 泛讀教學(xué)

【正

文】

《英語(yǔ)課程標(biāo)準(zhǔn)》指出，基礎(chǔ)教育階段英語(yǔ)課程的總體目標(biāo)是培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力, 閱讀能力的培養(yǎng)是高中英語(yǔ)教學(xué)的核心內(nèi)容。英語(yǔ)考試對(duì)考生閱讀理解能力要求有較大提高：（1）重語(yǔ)篇領(lǐng)悟能力考查和多學(xué)科知識(shí)的貫通；（2）重語(yǔ)篇分析水平、判斷能力及根據(jù)語(yǔ)義進(jìn)行邏輯推理能力；（3）讀速逐年提高，閱讀詞匯量逐年增加。

為提高綜合閱讀能力，英語(yǔ)教材的編撰已在話題、語(yǔ)篇、詞匯等多方面進(jìn)行了嘗試與改革，已具相當(dāng)高的科學(xué)性。然而文章和閱讀材料更新慢、閱讀量不足、題材拓展的面也窄，制約了學(xué)生英語(yǔ)應(yīng)用水平的提高。為進(jìn)一步提高學(xué)生的語(yǔ)言綜合能力，結(jié)合教材主題、尋找增加富有時(shí)代氣息的真實(shí)性材料、符合教材主題、難易度適中的語(yǔ)篇，進(jìn)行泛讀教學(xué)來(lái)豐富和拓展英語(yǔ)教學(xué)就尤為重要、迫切和關(guān)鍵。傳統(tǒng)的媒體，如書(shū)、報(bào)、雜志等，固然能提供不少適當(dāng)?shù)牟牧希h(yuǎn)不及運(yùn)用網(wǎng)絡(luò)技術(shù)那么方便快捷。

一、優(yōu)越的網(wǎng)絡(luò)環(huán)境下泛讀教學(xué)

當(dāng)代信息社會(huì)最明顯的標(biāo)志是信息采集的全面與快捷。由于網(wǎng)絡(luò)資源較多是建在英語(yǔ)語(yǔ)言平臺(tái)上的，網(wǎng)絡(luò)環(huán)境下的英語(yǔ)泛讀教學(xué)可真可謂得天獨(dú)厚，它有以下三個(gè)優(yōu)越性：（1）廣泛性：類型多樣，內(nèi)容全面。網(wǎng)上資源內(nèi)容上有文化、體育、保健、娛樂(lè)、歷史、地理、生物、科技、環(huán)保等多方面知識(shí)；形式上則有新聞報(bào)道、報(bào)刊雜志、原版讀物、圖片圖表、分析推理等。它幾乎涵蓋了教材所涉及或?qū)W生所關(guān)心的話題，且可從多種角度激發(fā)學(xué)生的閱讀興趣。（2）共享性：檢索快捷，方便整合。大中型網(wǎng)站一般都有搜索快捷的引擎系統(tǒng)。速度快捷的搜索極大地方便了選材。只要確立主題或是材料類別便可迅速找到所需資料，并經(jīng)過(guò)整合后，就可實(shí)現(xiàn)區(qū)域性的資源共享。（3）即時(shí)性：材料新穎，更新方便。教材中閱讀材料往往過(guò)時(shí)，而網(wǎng)絡(luò)上不斷更新的動(dòng)態(tài)數(shù)據(jù)可以為學(xué)生提供最新的相關(guān)資料。如學(xué)習(xí)Sports時(shí)，可在http://004km.cn上找到奧運(yùn)會(huì)的新聞及背景知識(shí)，還可在http://004km.cn的English版選摘北京申奧的具體進(jìn)程作為補(bǔ)充閱讀材料,這會(huì)使學(xué)生領(lǐng)會(huì)到通過(guò)閱讀了解熱點(diǎn)問(wèn)題的樂(lè)趣。

二、建立網(wǎng)絡(luò)泛讀資源庫(kù)

網(wǎng)絡(luò)化的泛讀教學(xué)要先期建立適合高中學(xué)生需要的網(wǎng)絡(luò)閱讀資源庫(kù)。網(wǎng)絡(luò)閱讀資源庫(kù)所需的物質(zhì)準(zhǔn)備是有能連上Internet的教師用機(jī)及與校園網(wǎng)相連的一定量的學(xué)生機(jī)。教師通過(guò)搜索選擇、下載網(wǎng)頁(yè)、制作鏈接后可在短時(shí)間內(nèi)做一個(gè)簡(jiǎn)易的雙層網(wǎng)站。過(guò)程可分三步：（1）確定主題。泛讀教學(xué)的選材應(yīng)當(dāng)緊緊扣住教材。人教版高中教材的主題基本覆蓋學(xué)生的知識(shí)結(jié)構(gòu)，如文化體育、風(fēng)俗傳統(tǒng)、人物傳記、歷史資料、科學(xué)發(fā)現(xiàn)、名勝古跡、環(huán)境保護(hù)、文學(xué)原著等等。所缺乏的是不能多角度多層次多時(shí)機(jī)地提供素材。教師可以根據(jù)進(jìn)度結(jié)合所學(xué)的內(nèi)容來(lái)確立泛讀的主題。（2）搜索下載。較窄的主題可以采用大型搜索引擎，但一個(gè)相對(duì)寬泛主題則應(yīng)選擇分類的網(wǎng)站進(jìn)行查詢，這可避免在數(shù)千個(gè)甚至數(shù)萬(wàn)個(gè)結(jié)果中進(jìn)行二次選擇。（3）材料整組。網(wǎng)絡(luò)的內(nèi)容的難度未必適合高中生閱讀。下載后，教師應(yīng)進(jìn)行篩選，本著科學(xué)性、多樣性、趣味性的原則選出網(wǎng)頁(yè)或文章，然后根據(jù)意圖再進(jìn)行加工（如注解、替換部分生詞、設(shè)計(jì)閱讀任務(wù)等）。我們還要根據(jù)所選材料的個(gè)體特征確定其篇幅、位置與鏈接次序，而常用的材料排序是按照pre-reading(背景資料)、while-reading（輔助性閱讀）與post-reading（拓展性閱讀）進(jìn)行的。這樣既可以加深學(xué)生對(duì)教材的理解、補(bǔ)充文化知識(shí)，又可以通過(guò)激發(fā)閱讀的自主性逐步提高他們的閱讀水平。

三、如何進(jìn)行網(wǎng)絡(luò)環(huán)境下泛讀教學(xué)

網(wǎng)絡(luò)環(huán)境下的泛讀教學(xué)應(yīng)當(dāng)提倡任務(wù)驅(qū)動(dòng)下的多層次、多維度的教學(xué)策略，突出思維參與，培養(yǎng)學(xué)生主動(dòng)尋找信息、綜合分析材料的能力，因?yàn)榉鹤x教學(xué)就是突出語(yǔ)言的工具性，通過(guò)閱讀培養(yǎng)學(xué)生獲取信息的能力。（1）實(shí)施任務(wù)性的策略：根據(jù)任務(wù)型學(xué)習(xí)理論，語(yǔ)言的習(xí)得應(yīng)當(dāng)是有目的的交際活動(dòng)。任務(wù)驅(qū)動(dòng)策略充分體現(xiàn)了以學(xué)生為中心的教育理念，學(xué)生通過(guò)思考、合作、競(jìng)爭(zhēng)，在完成任務(wù)中體驗(yàn)成功的愉悅，可最大限度地調(diào)動(dòng)和發(fā)揮學(xué)生的學(xué)習(xí)潛能。任務(wù)應(yīng)是多時(shí)機(jī)、多層次的階梯式的，應(yīng)由易到難、由淺表性理解到綜合性領(lǐng)會(huì)。教師可通過(guò)設(shè)計(jì)任務(wù)來(lái)交代每次閱讀的目標(biāo)，然后給時(shí)間讓學(xué)生閱讀、思考乃至討論合作，作出解決任務(wù)的構(gòu)想，最后由學(xué)生給出匯報(bào)。（2）訓(xùn)練閱讀技巧：閱讀是一個(gè)積極主動(dòng)的理解與接受信息的過(guò)程，也是一種復(fù)雜的智力活動(dòng)。我們可從下列幾方面著手訓(xùn)練閱讀技巧：①學(xué)會(huì)搜尋信息。給學(xué)生一些關(guān)于細(xì)節(jié)性的問(wèn)題，鼓勵(lì)學(xué)生通過(guò)略讀或是跳讀迅速搜尋答案；②學(xué)會(huì)猜測(cè)詞義。泛讀中的生詞是影響讀速的重要因素，重組材料時(shí)應(yīng)有意設(shè)計(jì)生詞障礙。它們既可從上下文或是構(gòu)詞法可知詞的意思，也可是僅能猜到詞義的類別。③學(xué)會(huì)識(shí)讀圖表。圖表是一種承載信息量較大的常用語(yǔ)言形式，全讀是沒(méi)意義的。可以設(shè)計(jì)分類統(tǒng)計(jì)或是數(shù)據(jù)分析的任務(wù)，要求學(xué)生迅速定位查詢，說(shuō)出結(jié)果。④培養(yǎng)語(yǔ)篇分析能力。語(yǔ)篇分析能力的培養(yǎng)是閱讀教學(xué)最重要的目標(biāo)之一。教師可從四個(gè)方面設(shè)計(jì)閱讀任務(wù)、引發(fā)討論，從而培養(yǎng)學(xué)生的閱讀分析能力： 給出（或選出）材料的主題或標(biāo)題； 說(shuō)出作者的寫(xiě)作意圖與情感傾向或態(tài)度；根據(jù)材料中的相關(guān)事實(shí)的結(jié)果做出符合邏輯的推斷； 結(jié)合個(gè)人的生活體驗(yàn)對(duì)材料中涉及的事實(shí)進(jìn)行適當(dāng)?shù)脑u(píng)價(jià)。

四、教師如何應(yīng)對(duì)網(wǎng)絡(luò)環(huán)境教學(xué)

教師是進(jìn)行網(wǎng)絡(luò)環(huán)境泛讀教學(xué)的組織者，教學(xué)效果的良莠一定程度上取決于教師的策劃能力。除了業(yè)務(wù)能力、理論水平、人格魅力、情感態(tài)度等這些傳統(tǒng)意義上評(píng)價(jià)教師的標(biāo)準(zhǔn)外，網(wǎng)絡(luò)環(huán)境下的泛讀教學(xué)對(duì)英語(yǔ)教師有著更高的要求：⑴具有開(kāi)拓創(chuàng)新的工作熱情。網(wǎng)絡(luò)環(huán)境教學(xué)仍然是一個(gè)全新的課題，沒(méi)有什么現(xiàn)成的模式可供借鑒，它需要付出比傳統(tǒng)教學(xué)多得多的精力與耐心。技術(shù)的掌握、理論的鉆研更需要大量辛勤的工作。沒(méi)有努力開(kāi)拓創(chuàng)新的工作熱情是不可能嘗到成功的滋味的。⑵擁有網(wǎng)絡(luò)教學(xué)的理論基礎(chǔ)。在網(wǎng)絡(luò)環(huán)境中，教師是網(wǎng)絡(luò)資源的設(shè)計(jì)者，是學(xué)習(xí)目標(biāo)的引導(dǎo)者，也是學(xué)習(xí)群體的協(xié)作者。師生之間是平等民主的合作伙伴關(guān)系，學(xué)生是學(xué)習(xí)活動(dòng)的主體。教師應(yīng)當(dāng)在“任務(wù)型”學(xué)習(xí)理論的指導(dǎo)下，創(chuàng)建豐富的閱讀情境，設(shè)計(jì)合理的激勵(lì)性的閱讀任務(wù)，給出積極的學(xué)習(xí)評(píng)價(jià)。這樣，才能充分發(fā)揮學(xué)生的主動(dòng)性與創(chuàng)造性，提高學(xué)生獲取信息、分析問(wèn)題和評(píng)判思想的能力。⑶網(wǎng)絡(luò)開(kāi)發(fā)水平是創(chuàng)建與利用網(wǎng)絡(luò)資源的基礎(chǔ)。掌握一定的網(wǎng)絡(luò)開(kāi)發(fā)水平是十分重要的，如：掌握計(jì)算機(jī)基本操作系統(tǒng)的使用；掌握網(wǎng)頁(yè)下載、設(shè)計(jì)與制作的基本技術(shù)；具備網(wǎng)絡(luò)系統(tǒng)安裝、運(yùn)行與維護(hù)的基本能力；掌握ASP/CGI動(dòng)態(tài)網(wǎng)頁(yè)后臺(tái)發(fā)布系統(tǒng)的操作技術(shù)。

2009年鄭州市教育科研論文評(píng)選

網(wǎng)絡(luò)環(huán)境下的高中英語(yǔ)泛讀教學(xué)

李香亭

新鄭二中

2009年3月

第二篇：多媒體網(wǎng)絡(luò)環(huán)境下的高中英語(yǔ)寫(xiě)作教學(xué)

多媒體網(wǎng)絡(luò)環(huán)境下的高中英語(yǔ)寫(xiě)作教學(xué)

內(nèi)容摘要

根據(jù)新課標(biāo)，高中英語(yǔ)寫(xiě)作教學(xué)越來(lái)越重視學(xué)生的獨(dú)立、協(xié)作、創(chuàng)新和利用多媒體網(wǎng)絡(luò)進(jìn)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(gè)方面的要求。多媒體網(wǎng)絡(luò)寫(xiě)作教學(xué)有許多的優(yōu)勢(shì)是傳統(tǒng)寫(xiě)作教學(xué)無(wú)法超越的。在教學(xué)過(guò)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(tái)進(jìn)行獨(dú)立搜索、處理材料，他們能夠互相交流、討論作文主題、互相評(píng)價(jià)作品。然而，多媒體網(wǎng)絡(luò)寫(xiě)作教學(xué)也有它本身的缺點(diǎn)，因此需要我們付出巨大的努力去克服它們，唯有通過(guò)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(xiě)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(yǔ)寫(xiě)作教學(xué)策略[J].英語(yǔ)教育周刊電子版.汪明.(2008).大學(xué)英語(yǔ)教學(xué)模式的比較研究[J].海南廣播電視大學(xué)學(xué)報(bào).趙麗.網(wǎng)絡(luò)環(huán)境下英語(yǔ)寫(xiě)作教學(xué)的優(yōu)勢(shì)[J].北京聯(lián)合大學(xué)旅游學(xué)院英語(yǔ)旅游文化系.黃云霞.網(wǎng)絡(luò)及多媒體在高中英語(yǔ)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(yǔ)寫(xiě)作能力[J].延邊教育學(xué)院學(xué)報(bào).劉文艷.(2009).基于多媒體網(wǎng)絡(luò)環(huán)境下的英語(yǔ)寫(xiě)作觀點(diǎn)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.

第三篇：網(wǎng)絡(luò)環(huán)境下

以網(wǎng)絡(luò)的名義

――淺談網(wǎng)絡(luò)環(huán)境下的教學(xué)設(shè)計(jì)

摘要：

當(dāng)今世界，個(gè)體的學(xué)習(xí)能力已成為一項(xiàng)最基本的生存能力。隨著信息時(shí)代的降臨，多媒體和網(wǎng)絡(luò)技術(shù)的迅猛發(fā)展，人們的生存方式和學(xué)習(xí)方式正在經(jīng)歷著一場(chǎng)歷史性的巨大變革。聯(lián)合國(guó)教科文組織向國(guó)際21世紀(jì)教育委員會(huì)提出的經(jīng)典報(bào)告《學(xué)習(xí)---內(nèi)在的財(cái)富》。該報(bào)告指出：21世紀(jì)的教育應(yīng)圍繞四種學(xué)習(xí)加以安排，即學(xué)會(huì)求知(學(xué)習(xí))(learn to know)----掌握認(rèn)識(shí)世界的工具；學(xué)會(huì)做事(learn to do)---學(xué)會(huì)在一定的環(huán)境中工作；學(xué)會(huì)共處(learn to go together)---培養(yǎng)在人類活動(dòng)中的參與和合作精神；學(xué)會(huì)做人(learn to be)---以適應(yīng)和改變自己的環(huán)境。以雅克·德洛爾任主席的國(guó)際21世紀(jì)教育委員會(huì)認(rèn)為，這四種學(xué)習(xí)既是21世紀(jì)教育的四大支柱，也是每個(gè)人一生中的知識(shí)支柱。而網(wǎng)絡(luò)環(huán)境下的學(xué)習(xí)，需在一定的環(huán)境中開(kāi)展，需和學(xué)習(xí)同伴結(jié)成伙伴關(guān)系合作共事，可見(jiàn)，開(kāi)展在網(wǎng)絡(luò)環(huán)境下的學(xué)習(xí)活動(dòng)有助于以上幾種能力的培養(yǎng)和提高。[1] 關(guān)鍵詞：網(wǎng)絡(luò)教學(xué) 教學(xué)設(shè)計(jì)

教育要面向現(xiàn)代化，首先應(yīng)該是教育思想的現(xiàn)代化。那么，網(wǎng)絡(luò)教育作為現(xiàn)代教育模式的一種手段，應(yīng)該是有利于學(xué)生主動(dòng)參與自主學(xué)習(xí)。有利于揭示教學(xué)內(nèi)容的實(shí)質(zhì)，有利于教師與學(xué)生、學(xué)生與生之間的相互交流協(xié)作學(xué)習(xí)，有利于學(xué)生思維和技能的訓(xùn)練，有利于創(chuàng)新能力的培養(yǎng)等。[2]

1．教學(xué)內(nèi)容的變化。網(wǎng)絡(luò)教學(xué)豐富了書(shū)本中原有的知識(shí)。多媒體技術(shù)的運(yùn)用將過(guò)去靜態(tài)的、二維的教材轉(zhuǎn)變?yōu)橛陕曇?、文字、圖像構(gòu)成的動(dòng)態(tài)的。網(wǎng)絡(luò)教學(xué)的運(yùn)用，又將教學(xué)內(nèi)容從書(shū)本擴(kuò)展到社會(huì)的方方面面。這樣，豐富和擴(kuò)展了書(shū)本的知識(shí)，學(xué)生在規(guī)定的教學(xué)時(shí)間內(nèi)可以學(xué)得更多、更快、更好。例如，在網(wǎng)絡(luò)課《珍稀動(dòng)物》[3]的教學(xué)設(shè)計(jì)。專題網(wǎng)頁(yè)所呈現(xiàn)的珍稀動(dòng)物不僅僅局限于書(shū)中所介紹的大熊貓、白暨豚、金絲猴三種，而且對(duì)于這三種珍稀動(dòng)物的介紹的內(nèi)容遠(yuǎn)遠(yuǎn)多于書(shū)本中所介紹的。教師的設(shè)計(jì)中，又增加了江浙地區(qū)所熟悉的一些珍稀動(dòng)物，揚(yáng)子鱷、丹頂鶴。教師的設(shè)計(jì)是頗具匠心的，書(shū)本中的珍稀動(dòng)物盡管耳熟能詳，但是真正能見(jiàn)到的不多。教師增加江浙地區(qū)能見(jiàn)到的珍稀動(dòng)物，大大提高了學(xué)生對(duì)保護(hù)珍稀動(dòng)物的認(rèn)同感。

２．教學(xué)過(guò)程的變化。網(wǎng)絡(luò)教學(xué)中，教學(xué)過(guò)程由傳統(tǒng)的知識(shí)歸納、邏輯演繹式的講解式教學(xué)過(guò)程轉(zhuǎn)變?yōu)閯?chuàng)設(shè)情境、協(xié)作學(xué)習(xí)、自主學(xué)習(xí)、討論學(xué)習(xí)等新的教學(xué)過(guò)程。在小學(xué)六年級(jí)的音樂(lè)網(wǎng)絡(luò)課《秋詩(shī)、秋畫(huà)、秋樂(lè)》[4]中，教師設(shè)計(jì)一個(gè)環(huán)節(jié)，分別展示4段音樂(lè)，8幅圖片。讓學(xué)生自己選擇，哪四張和前面四段音樂(lè)相符合圖片嗎？。這在傳統(tǒng)的教學(xué)中是不能實(shí)現(xiàn)，也無(wú)法想像的。

３．學(xué)生學(xué)習(xí)方式的變化。在網(wǎng)絡(luò)教學(xué)中，學(xué)生自己利用搜索引擎（BAIDU、GOOGLE??）來(lái)學(xué)習(xí)。去搜索所需要的知識(shí)是大量被采用的學(xué)習(xí)方式。學(xué)生由被動(dòng)地接受知識(shí)，轉(zhuǎn)變?yōu)橹鲃?dòng)地學(xué)習(xí)知識(shí)，通過(guò)信息技術(shù)，利用各種學(xué)習(xí)資源，去主動(dòng)建構(gòu)知識(shí)。學(xué)生不僅要學(xué)習(xí)知識(shí)，還要掌握“如何學(xué)”的能力。學(xué)生必須有獨(dú)立學(xué)習(xí)能力、創(chuàng)造能力、創(chuàng)新能力、自主學(xué)習(xí)能力、自我管理能力、協(xié)作能力、協(xié)調(diào)能力等。學(xué)生將成為知識(shí)的探索者和學(xué)習(xí)過(guò)程中真正的認(rèn)知主體。

４．教師角色的變化。教師由傳統(tǒng)的知識(shí)講解者、傳遞者、灌輸者變成了學(xué)生學(xué)習(xí)的指導(dǎo)者、幫助者、促進(jìn)者。在網(wǎng)絡(luò)教學(xué)環(huán)境中，教師不再是唯一的知識(shí)源，教師不能再把傳遞知識(shí)作為自己的主要任務(wù)和目的，而是要把精力放在如何教學(xué)生“學(xué)”的方法上，為建構(gòu)學(xué)生的知識(shí)體系創(chuàng)設(shè)有利的情境，使學(xué)生“學(xué)會(huì)學(xué)習(xí)”。指導(dǎo)學(xué)生懂得“從哪里”和“怎么樣”獲取自己所需要的知識(shí)，掌握獲得知識(shí)的工具和根據(jù)認(rèn)識(shí)的需要處理信息的方法。

但是基于網(wǎng)絡(luò)的教學(xué)設(shè)計(jì)，要真正體現(xiàn)現(xiàn)代教育思想 也不是輕而易舉的事情，這需要我們根據(jù)新的教學(xué)與學(xué)習(xí)理論，比較傳統(tǒng)教育與現(xiàn)代教育中的教學(xué)模式，了解現(xiàn)代教育技術(shù)的特點(diǎn)與優(yōu)勢(shì)?；诰W(wǎng)絡(luò)環(huán)境下的教學(xué)資源具有信息資源開(kāi)放、跨越時(shí)空限制、傳遞系統(tǒng)是多媒體的、傳播媒介可多向交流等特點(diǎn)，這就決定了網(wǎng)絡(luò)環(huán)境下的學(xué)習(xí)過(guò)程的開(kāi)放性、全球性、可交流性，學(xué)習(xí)者對(duì)學(xué)習(xí)內(nèi)容選擇的自主性和個(gè)例化，內(nèi)容形式的多媒體化等。網(wǎng)絡(luò)環(huán)境下的教學(xué)真正達(dá)到了因材施教、發(fā)展個(gè)性的目的，學(xué)生是按照自己的認(rèn)知水平來(lái)學(xué)習(xí)和提高的，學(xué)習(xí)是學(xué)生主動(dòng)參與完成的，這種學(xué)習(xí)使學(xué)生獲得的不僅僅是知識(shí)，還有自己主動(dòng)建構(gòu)知識(shí)及意義的能力，這正是傳統(tǒng)教學(xué)所不能比擬的，基于Web的教學(xué)設(shè)計(jì)具有超鏈接功能，可以使學(xué)生用多種方式探索同一專題，有利于實(shí)現(xiàn)認(rèn)知的靈活性，同時(shí)給予了學(xué)生較大的自由度，學(xué)習(xí)者可以完全控制自己的學(xué)習(xí)，可以任意選擇學(xué)習(xí)內(nèi)容、學(xué)習(xí)方式以及各種工具，最大程度地支持了學(xué)生的主動(dòng)學(xué)習(xí)，實(shí)現(xiàn)了真正的個(gè)別化學(xué)習(xí)。

網(wǎng)絡(luò)環(huán)境下的教學(xué)能夠綜合各個(gè)學(xué)科內(nèi)在知識(shí)體系，必須要有跨學(xué)科的知識(shí)與能力，這就調(diào)動(dòng)了學(xué)生縱向與橫向?qū)W科學(xué)習(xí)的興趣，使學(xué)生開(kāi)闊了眼界。擴(kuò)大了知識(shí)面，這對(duì)于開(kāi)發(fā)人力資源很有益處，這也是傳統(tǒng)教學(xué)所不能比擬的。多媒體和網(wǎng)絡(luò)技術(shù)增添了動(dòng)態(tài)演示性的內(nèi)容，增強(qiáng)了交互性。使得學(xué)生“不僅僅通過(guò)接收信息而學(xué)習(xí)。還可以通過(guò)資料的展示過(guò)程以及交互加深理解。在學(xué)習(xí)過(guò)程中，學(xué)生與學(xué)生、學(xué)生與教師之間 適當(dāng)?shù)慕涣魍ǔ？梢赃_(dá)到事半功倍的學(xué)習(xí)效果，因此，交互性便成為學(xué)生有效學(xué)習(xí)過(guò)程中的一個(gè)重要組成部分?；趙ed的教學(xué)設(shè)計(jì)中，可以充分利用在線討論、在線答疑等實(shí)時(shí)交互，照顧個(gè)別學(xué)生的需要，增強(qiáng)學(xué)生學(xué)習(xí)興趣，同時(shí)使學(xué)習(xí)者可以協(xié)作學(xué)習(xí)。

傳統(tǒng)教學(xué)設(shè)計(jì)采用自下而上的設(shè)計(jì)方法，即教學(xué)是從基本子概念、子技能的學(xué)習(xí)出發(fā)，逐級(jí)向上，逐漸學(xué)習(xí)到高級(jí)的知識(shí)技能。因而進(jìn)行教學(xué)設(shè)計(jì)時(shí)，首先要進(jìn)行任務(wù)分析，逐級(jí)找到應(yīng)該提前掌握的知識(shí)，而后分析學(xué)習(xí)者既有的水平，確定合適的起點(diǎn)、設(shè)計(jì)出向?qū)W習(xí)者傳遞知識(shí)的方案。建構(gòu)主義的教學(xué)設(shè)計(jì)是采用自上而下的設(shè)計(jì)路線，即首先呈現(xiàn)整體性的任務(wù)，讓學(xué)習(xí)者嘗試解決問(wèn)題，在此過(guò)程中，學(xué)習(xí)者要自己發(fā)現(xiàn)完成整體任務(wù)所需首先完成的子任務(wù)，以及完成各級(jí)任務(wù)所需的各級(jí)知識(shí)技能，基于wed 測(cè)覽方式的超鏈接，很容易實(shí)現(xiàn)自上而下的教學(xué)設(shè)計(jì)。

在教學(xué)設(shè)計(jì)中教學(xué)目標(biāo)與學(xué)習(xí)目標(biāo)的區(qū)別也是容易被忽略的問(wèn)題，教學(xué)目標(biāo)代表教師期望學(xué)習(xí)者在學(xué)習(xí)環(huán)境中掌握的知識(shí)，學(xué)習(xí)目標(biāo)則是學(xué)習(xí)者在自主學(xué)習(xí)過(guò)程中自定的目標(biāo)。傳統(tǒng)的教育中主要關(guān)心預(yù)定教學(xué)目標(biāo)，而現(xiàn)代教育的設(shè)計(jì)思想認(rèn)為學(xué)習(xí)者目標(biāo)是第一位的。因此，基于Web 的學(xué)習(xí)環(huán)境的設(shè)計(jì)較靈活，能夠支持和幫助學(xué)習(xí)者達(dá)到他們的學(xué)習(xí)目標(biāo)。

在設(shè)計(jì)時(shí)，可以采用有指導(dǎo)路徑的方法引導(dǎo)學(xué)習(xí)者，有指導(dǎo)不等于強(qiáng)制，仍然要給學(xué)習(xí)者留有自由選擇的空間，由學(xué)習(xí)者自己生成學(xué)習(xí)目標(biāo)的內(nèi)容，即允許學(xué)習(xí)者自己控制學(xué)習(xí)路徑，而不需要設(shè)計(jì)者預(yù)先確定學(xué)習(xí)路徑，系統(tǒng)必須提供適當(dāng)?shù)膶W(xué)習(xí)資源、認(rèn)知工具和相應(yīng)策略的支持，在學(xué)習(xí)者需要幫助的時(shí)候可以通過(guò)某種策略影響學(xué)習(xí)者決策，如通過(guò)合作學(xué)習(xí)策略等。

現(xiàn)代教育思想、教學(xué)模式等，使教師和學(xué)生的地位與傳統(tǒng)教學(xué)相比發(fā)生了很大改變。因?yàn)榻虒W(xué)不再是單純的知識(shí)傳授與灌輸。教師的角色主要是教學(xué)信息資源的設(shè)計(jì)者、學(xué)生學(xué)習(xí)促進(jìn)者，教師從前臺(tái)走到了后臺(tái)。教師的地位受到了挑戰(zhàn)，但是教師在教學(xué)當(dāng)中不可能被計(jì)算機(jī)或計(jì)算機(jī)網(wǎng)絡(luò)所取代，相反教師在這種模式下的重要性更大了，計(jì)算機(jī)只是一種信息加工和呈現(xiàn)的工具，教師惟一選擇是需要不斷地更新知識(shí)和擴(kuò)大知識(shí)面，教學(xué)組織者需要跨學(xué)科的知識(shí)結(jié)構(gòu)，需要教師的群體協(xié)作。網(wǎng)絡(luò)化的教學(xué)設(shè)計(jì)需要解決的重大課題是如何制作教學(xué)課件、如何把它們組織成為符合教學(xué)要求的教學(xué)資源形式。

計(jì)算機(jī)及網(wǎng)絡(luò)固然是先進(jìn)的工具，但是任何一個(gè)工具如果使用得當(dāng)，都可以成為認(rèn)知工具，判斷一個(gè)工具是否成為認(rèn)知工具的惟一標(biāo)準(zhǔn)是看這個(gè)工具是否能幫助學(xué)習(xí)者完成認(rèn)知操作、促進(jìn)學(xué)習(xí)者進(jìn)行思考，因而建構(gòu)工具的設(shè)計(jì)關(guān)鍵僅在于工具種類的選擇，更重要的是工具使用方式的設(shè)計(jì)。

總之，網(wǎng)絡(luò)教學(xué)可以培養(yǎng)學(xué)生的自我建構(gòu)能力，來(lái)自各方面的不同的知識(shí)和信息往往集中在一起；學(xué)生需要通過(guò)對(duì)這些知識(shí)和信息的整合，發(fā)現(xiàn)和獲得其中的價(jià)值和意義，并進(jìn)行新的意義建構(gòu)，網(wǎng)絡(luò)教學(xué)可以培養(yǎng)學(xué)生獲取信息和選擇信息的能力，而這恰恰是信息社會(huì)中非常重要的知識(shí)和技能，網(wǎng)絡(luò)教學(xué)可以培養(yǎng)學(xué)生的網(wǎng)絡(luò)能力，在現(xiàn)代社會(huì)中網(wǎng)絡(luò)是一種現(xiàn)實(shí)的生存空間，學(xué)生要想學(xué)會(huì)生存，就應(yīng)該包括學(xué)會(huì)在網(wǎng)絡(luò)空間中生存，因此，網(wǎng)絡(luò)能力也就意味著現(xiàn)實(shí)生活的能力，但是最主要的是網(wǎng)絡(luò)教學(xué)設(shè)計(jì)要適當(dāng)。

參考文獻(xiàn)：

[1]http://61.144.60.222:8080/0518/jxms1/pages/p1-4.htm 網(wǎng)絡(luò)環(huán)境下協(xié)作學(xué)習(xí)活動(dòng)的設(shè)計(jì)

[2] 網(wǎng)絡(luò)對(duì)教學(xué)模式的沖擊——談基于網(wǎng)絡(luò)的教學(xué)設(shè)計(jì) 北京四中 錢(qián)曉菁

[3]專題網(wǎng)頁(yè)http://dw.zslxx.net 此課曾獲江蘇省信息技術(shù)與課程整合一等獎(jiǎng)。[4]此網(wǎng)頁(yè)在http://www.zslxx.net 中山路小學(xué)瑞博網(wǎng)絡(luò)平臺(tái)上

第四篇：淺談?dòng)⒄Z(yǔ)報(bào)刊為材料的高中英語(yǔ)泛讀教學(xué)

淺談?dòng)⒄Z(yǔ)報(bào)刊為材料的高中英語(yǔ)泛讀教學(xué)

南寧二十六中 唐艷蘭 ***

[摘要] 英語(yǔ)教學(xué)目標(biāo)明確指出：“英語(yǔ)課程要求合理利用和積極開(kāi)發(fā)課程資源，給學(xué)生提供貼近實(shí)際，貼近生活，貼近時(shí)代的內(nèi)容健康和豐富的課程資源?！庇⒄Z(yǔ)報(bào)刊閱讀教學(xué)的開(kāi)展，必將豐富教學(xué)資源，拓寬學(xué)習(xí)和運(yùn)用英語(yǔ)的渠道，以實(shí)現(xiàn)英語(yǔ)教學(xué)的最優(yōu)化。本文著重探討英語(yǔ)報(bào)刊《21世紀(jì) ? 中學(xué)生》為閱讀材料進(jìn)行泛讀教學(xué)的優(yōu)越性和策略性。

[關(guān)鍵詞] 英語(yǔ)報(bào)刊 泛讀教學(xué) 優(yōu)越性 策略性

一、泛讀教學(xué)的緊迫性

閱讀是理解語(yǔ)篇及獲取、加工、處理信息的綜合過(guò)程?！队⒄Z(yǔ)課程標(biāo)準(zhǔn)》指出，基礎(chǔ)教育階段英語(yǔ)課程的總體目標(biāo)是培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力。閱讀能力的培養(yǎng)是高中英語(yǔ)教學(xué)的核心內(nèi)容?！缎抡n標(biāo)》中對(duì)閱讀的不同級(jí)別的要求也有新的規(guī)定：除教材外，課外閱讀量應(yīng)累計(jì)分別達(dá)到五級(jí)15萬(wàn)詞以上；六級(jí)20萬(wàn)詞以上；七級(jí)30萬(wàn)詞以上；八級(jí)36萬(wàn)詞以上；九級(jí)要求能閱讀一般的英文報(bào)刊雜志，獲取主要信息；有廣泛的閱讀興趣及良好的閱讀習(xí)慣；能有效地利用網(wǎng)絡(luò)等媒體獲取和處理信息等。近幾年的高考英語(yǔ)NMET對(duì)考生的閱讀理解能力的要求有了較大幅度的提高，閱讀理解試題始終保持了“立足語(yǔ)篇，穩(wěn)中有變，變中求新”的基本命題思路，在閱讀理解方面，主要有以下幾個(gè)變化：

1、把考生對(duì)語(yǔ)篇的領(lǐng)悟能力和語(yǔ)言解碼能力作為重點(diǎn)和基本點(diǎn)，強(qiáng)調(diào)多學(xué)科知識(shí)的貫通；

2、選材更趨多樣化、現(xiàn)代化和生活化，更注重突出語(yǔ)言與文化相結(jié)合起來(lái)的特點(diǎn)；

3、逐年大幅度增加閱讀量，提高對(duì)閱讀速度的要求，力求與英語(yǔ)課程標(biāo)準(zhǔn)的要求接軌；

4、加大了閱讀材料的文字難度，對(duì)詞匯能力的要求有所提高；

5、閱讀材料更趨于“原汁原味”，保留了其原有的語(yǔ)言風(fēng)格, 高考英語(yǔ)盡顯時(shí)代特色。

為提高學(xué)生的綜合閱讀能力，中學(xué)英語(yǔ)教材已經(jīng)在話題、語(yǔ)篇、詞匯等多方面進(jìn)行了一系列嘗試與改革，然而它們的素材往往更新緩慢、閱讀量不足、題材拓展的面也較窄、生詞出現(xiàn)率高，這在一定程度上制約了學(xué)生英語(yǔ)應(yīng)用水平的提高。

泛讀是相對(duì)于精讀而言的，前者側(cè)重于信息的獲取、尋找主題契合、難度適中的語(yǔ)篇是進(jìn)行泛讀教學(xué)的關(guān)鍵。

為此，我們嘗試著將《21世紀(jì) ? 中學(xué)生》引入課堂，豐富教學(xué)資源，拓寬了學(xué)用渠道。

二、英語(yǔ)報(bào)刊為泛讀材料的優(yōu)越性

英語(yǔ)報(bào)刊中有大量英語(yǔ)資料、信息能迅速跟上步伐，不斷地提供新的創(chuàng)造性的語(yǔ)法結(jié)構(gòu)、語(yǔ)言和詞匯；閱讀英文報(bào)刊已經(jīng)成為我們了解英語(yǔ)的發(fā)展變化，增加背景知識(shí)的重要手段；閱讀英文報(bào)刊已經(jīng)成為英語(yǔ)學(xué)習(xí)重要的和有益的補(bǔ)充。英語(yǔ)報(bào)刊閱讀的泛讀教學(xué)得天獨(dú)厚，它至少有以下四大優(yōu)越性：

1、趣味性

實(shí)踐證明動(dòng)機(jī)是積極學(xué)習(xí)的源泉和原動(dòng)力，興趣是間接推動(dòng)學(xué)生積極學(xué)習(xí)的內(nèi)在動(dòng)力，是積極學(xué)習(xí)策略中最現(xiàn)實(shí)、最活躍的因素?！?1世紀(jì) ? 中學(xué)生》圖文并茂、生動(dòng)活潑、文字淺顯，與中學(xué)生生活緊密相連，能引起共鳴。內(nèi)容豐富，包括政治、經(jīng)濟(jì)、文化、社會(huì)等方面，特別是足球、體育、電影明星等更能吸引學(xué)生的注意力。

2、廣泛性

類型多樣內(nèi)容全面。其中信息包羅萬(wàn)象，從內(nèi)容上來(lái)看有文化、體育、保健、娛樂(lè)、歷史、地理、生物、科技、環(huán)保等方面知識(shí)；就領(lǐng)域廣泛而言有人文、社會(huì)、教育、心理、政治、經(jīng)濟(jì)、金融、科技信息、法律及其他新領(lǐng)域、新學(xué)科的熱點(diǎn)問(wèn)題；在形式上則有新 聞報(bào)道、報(bào)刊評(píng)論、學(xué)生習(xí)作、圖片圖表、分析推理等。

3、時(shí)效性

報(bào)刊材料鮮活，時(shí)代感強(qiáng)。讓學(xué)生時(shí)刻感覺(jué)到世界最新政治、經(jīng)濟(jì)和文化動(dòng)態(tài)，為英語(yǔ)學(xué)生者開(kāi)辟了一個(gè)了解各國(guó)社會(huì)文化的窗口。背景知識(shí)、風(fēng)土人情、文化習(xí)俗是提高英語(yǔ)閱讀效率的非語(yǔ)言制約因素。報(bào)刊應(yīng)為最敏銳的媒體，報(bào)刊上的文章總是能迅速跟上步伐，及時(shí)創(chuàng)造新的詞匯、新的評(píng)議形式及語(yǔ)法結(jié)構(gòu)。且每份報(bào)紙都與人教版教材的單元內(nèi)容相鏈接，報(bào)紙中的報(bào)道可作為很好的閱讀材料或背景知識(shí)。

4、適用性

報(bào)刊材料難易適中，梯度不同。結(jié)合學(xué)生的興趣特點(diǎn)，接受能力和表達(dá)能力，英語(yǔ)報(bào)刊《21世紀(jì) ?中學(xué)生》廣泛開(kāi)拓題材范圍，這些材料題材廣泛，內(nèi)容豐富，難度適中，篇幅長(zhǎng)度靈活，把握時(shí)代特色，選擇那些能吸引學(xué)生的文章。

三、英語(yǔ)報(bào)刊為閱讀材料的泛讀教學(xué)的策略性

泛讀教學(xué)的基本策略是突出語(yǔ)言的工具性，培養(yǎng)學(xué)生通過(guò)閱讀獲取信息的能力。報(bào)刊《21世紀(jì) ? 中學(xué)生》為閱讀的泛讀教學(xué)應(yīng)當(dāng)提倡驅(qū)動(dòng)力下的多層次、多維度、多元化的教學(xué)策略，突出思維參與，培養(yǎng)學(xué)生積極主動(dòng)、尋找信息、綜合分析材料的能力。

1．任務(wù)驅(qū)動(dòng)的實(shí)施

在進(jìn)行英語(yǔ)報(bào)刊閱讀教學(xué)中，根據(jù)TBL（任務(wù)型學(xué)習(xí)）理論，語(yǔ)言的習(xí)得應(yīng)當(dāng)是有目的的交際活動(dòng)，教師可以通過(guò)設(shè)計(jì)任務(wù)（task）來(lái)交代每次閱讀的目標(biāo)，然后給時(shí)間讓學(xué)生閱讀、思考乃至討論合作，做出解決任務(wù)的構(gòu)想（planning），最后由學(xué)生給出匯報(bào)（report）。同一語(yǔ)篇應(yīng)用的任務(wù)應(yīng)當(dāng)是多時(shí)機(jī)、多層次的，應(yīng)當(dāng)由易到難、由淺表性理解到綜合性領(lǐng)會(huì)，可以形成一個(gè)或數(shù)個(gè)微型任務(wù)構(gòu)成的階梯式的任務(wù)鏈。任務(wù)驅(qū)動(dòng)策略充分體現(xiàn)以學(xué)生為中心的教育理念。

2．閱讀技巧的訓(xùn)練

閱讀是一個(gè)積極主動(dòng)的理解與接受信息的過(guò)程，也是一種復(fù)雜的智力活動(dòng)。作者把自己的思想用文字表達(dá)出來(lái)，這是一個(gè)由詞到句、由句到篇的“編碼（encoding）”過(guò)程，而讀者閱讀材料實(shí)際是從辨認(rèn)文字開(kāi)始對(duì)文學(xué)、詞義、修辭進(jìn)行“解碼（decoding）”的過(guò)程。“解碼”過(guò)程的時(shí)值與閱讀效率成反比。我們可以從下面幾方面著手訓(xùn)練閱讀技巧：(1)學(xué)會(huì)搜尋信息，讀懂大概意思

鼓勵(lì)學(xué)生通過(guò)略讀（skimming）或是跳讀（skipping）迅速搜尋答案，只要讀懂大概意思，弄清主要線索即可。因此要能夠容忍只知道大概意思的模糊理解。Nuttall(2002)認(rèn)為“閱讀的時(shí)候，不需要完全理解”。Naiman指出，“人們發(fā)現(xiàn)，能夠容忍模糊的意義是語(yǔ)言學(xué)習(xí)成功的重要標(biāo)志?！?/p>

(2)學(xué)會(huì)猜詞義，正確處理生詞

閱讀材料中的生詞是影響讀速的重要因素，忽略一些不認(rèn)識(shí)的單詞，照樣可以理解大概內(nèi)容。并不是所有的生詞都得學(xué)（Nuttall, 2002）。閱讀中，有些生詞不影響文章理解時(shí)可將它跳過(guò)，有利于提高閱讀速度。有進(jìn)可以根據(jù)上下文信息、構(gòu)詞法、下定義法、例證、同義詞、反義詞、注釋、生活經(jīng)驗(yàn)、對(duì)比法等方法猜測(cè)詞義。

(3)學(xué)會(huì)識(shí)讀圖表，培養(yǎng)數(shù)據(jù)分析能力

圖表是一種承載信息量大的常用語(yǔ)言形式，全部讀完是沒(méi)有意義的。我們可以設(shè)計(jì)分類統(tǒng)計(jì)或是數(shù)據(jù)分析的任務(wù)，要求學(xué)生迅速定位查詢，說(shuō)出結(jié)果。

(4)語(yǔ)篇分析能力的培養(yǎng)

語(yǔ)篇分析能力是閱讀教學(xué)最重要的目標(biāo)之一。教師可以從四個(gè)方面設(shè)計(jì)閱讀任務(wù)、引發(fā)討論，從而培養(yǎng)學(xué)生的閱讀分析能力。

a.給出（或選出）材料的主旨大意(main idea)或標(biāo)題（title）； b.說(shuō)出作者意圖（intention）與或態(tài)度（attitude）；

c.根據(jù)材料中的相關(guān)事實(shí)的結(jié)果做出符合邏輯的推斷（logical conclusion）； d.結(jié)合個(gè)人的生活體驗(yàn)對(duì)材料中涉及的事實(shí)進(jìn)行適當(dāng)?shù)脑u(píng)價(jià)（evaluation）；(5)培養(yǎng)瞬間記憶能力及閱讀習(xí)慣

每篇文章上下文都是聯(lián)系緊密的，所以閱讀文章要注意前后連貫、一致。所以培養(yǎng)學(xué)生短時(shí)記憶能力是非常有必要的，指導(dǎo)學(xué)生通過(guò)短時(shí)記憶不斷檢索、回憶信息，逐步編入長(zhǎng)時(shí)記憶以統(tǒng)籌處理，這樣才能對(duì)全文有一個(gè)層次清楚的理解?？梢砸髮W(xué)生對(duì)重點(diǎn)句子、關(guān)鍵詞劃線或者用其它方法做標(biāo)記作為提醒。

閱讀中要求學(xué)生改變不好的閱讀習(xí)慣，如用手或筆指讀、出聲讀、回視等習(xí)慣。要培養(yǎng)略讀、尋讀能力，養(yǎng)成“視距躍讀”的習(xí)慣。

3．抓好課內(nèi)指導(dǎo)，延伸課外自主閱讀

培養(yǎng)學(xué)生英語(yǔ)閱讀理解能力單純靠一周一節(jié)的英語(yǔ)報(bào)刊閱讀還遠(yuǎn)遠(yuǎn)不夠，還需把有效的課內(nèi)閱讀指導(dǎo)延伸到課外的自主閱讀。因?yàn)樽鲗W(xué)習(xí)主體的學(xué)生存在著個(gè)體差異，課堂教學(xué)在面向全體大多數(shù)解決共性問(wèn)題有獨(dú)特的優(yōu)勢(shì)，但在照顧學(xué)生認(rèn)知水平的個(gè)體差異，最大限度地滿足學(xué)生心理需求方面常無(wú)能為力。研究發(fā)現(xiàn)，在教師科學(xué)指導(dǎo)下進(jìn)行自主課外閱讀，可以從根本上確立閱讀活動(dòng)中學(xué)生的主體地位，實(shí)現(xiàn)上述目的。

在教師的指導(dǎo)下，學(xué)生根據(jù)自己的實(shí)際水平從不同版面中選取他們喜歡的文章，養(yǎng)成天天閱讀英語(yǔ)報(bào)刊的習(xí)慣，每天至少用15分鐘讀一篇，長(zhǎng)期堅(jiān)持下去，建立閱讀目標(biāo)和撰寫(xiě)閱讀日志、寫(xiě)概要或心得，這樣加以檢查和督促，保證每個(gè)學(xué)生都正常地進(jìn)行課外閱讀活動(dòng)，進(jìn)而影響他們英語(yǔ)閱讀能力的自主培養(yǎng)。同時(shí)，自主學(xué)習(xí)習(xí)慣的養(yǎng)成將大大地促進(jìn)學(xué)生綜合語(yǔ)言運(yùn)用能力的提高和可持續(xù)發(fā)展，學(xué)生將受益終身。

四、結(jié)束語(yǔ)

經(jīng)過(guò)訓(xùn)練，學(xué)生的閱讀速度加快了。另外，在充滿興趣、好奇、期待的報(bào)刊閱讀過(guò)程中，學(xué)生的潛意識(shí)能力得到發(fā)展，閱讀能力有了明顯的提高。而更重要的一點(diǎn)是學(xué)生的閱讀觀念改變了。閱讀過(guò)程中憑自己的興趣，品味著英語(yǔ)報(bào)刊的信息快捷、內(nèi)容新穎、形式獨(dú)特，真正體驗(yàn)了閱讀的樂(lè)趣。然而，閱讀能力的培養(yǎng)是一個(gè)漫長(zhǎng)的過(guò)程，我們還要設(shè)計(jì)出一套教學(xué)模式，其目的是為了縮短這一過(guò)程，并使學(xué)生不僅學(xué)會(huì)有技巧閱讀，而且從閱讀當(dāng)中得到歡愉的享受。

參考文獻(xiàn)：

1．Nuttall, c.(2002)Teaching Reading Skills in a Foreign Language.上海外語(yǔ)教育出版社 2．教育部《普通中學(xué)英語(yǔ)課程標(biāo)準(zhǔn)》（征求意見(jiàn)稿）2003

北京師范大學(xué)出版社 3．楊華堂“培養(yǎng)高中學(xué)生英語(yǔ)泛讀能力的建議”，《中小學(xué)英語(yǔ)教學(xué)與研究》2006年第3期

4．朱文英、謝光宏“新課標(biāo)下的高中英語(yǔ)課外閱讀活動(dòng)”《中小學(xué)外語(yǔ)教學(xué)》2006年第2期

5．胡春洞、王才仁“外語(yǔ)學(xué)習(xí)與記憶”；“外語(yǔ)詞匯教學(xué)與心理學(xué)” 《外語(yǔ)教育心理學(xué)》 廣西教育出版社 6．

第五篇：淺談網(wǎng)絡(luò)環(huán)境下的教學(xué)優(yōu)勢(shì)

淺談網(wǎng)絡(luò)環(huán)境下的教學(xué)優(yōu)勢(shì)

21世紀(jì)是科學(xué)技術(shù)突飛猛進(jìn)的時(shí)代，也是一個(gè)創(chuàng)新知識(shí)為主體的經(jīng)濟(jì)時(shí)代，在網(wǎng)絡(luò)環(huán)境下的教育也突飛猛進(jìn)，而這對(duì)于教育教學(xué)起到了非常重要的影響。

一、時(shí)代的現(xiàn)狀和需求

社會(huì)的發(fā)展日新月異，一個(gè)缺乏創(chuàng)造力和創(chuàng)新精神的人從某種程度上來(lái)說(shuō)無(wú)法更好地與社會(huì)的本真融合，個(gè)人思想、個(gè)性以及生活習(xí)慣都將受到一定限制。

面對(duì)科學(xué)技術(shù)的挑戰(zhàn)，教育在培養(yǎng)創(chuàng)新精神和培養(yǎng)創(chuàng)造型人才方面肩負(fù)著特殊的使命。但是創(chuàng)新意識(shí)的挖掘及培養(yǎng)除了其本身屬于一種潛在的特殊能力外，外界環(huán)境的有利刺激是十分重要的，在有利的客觀條件的激發(fā)下，人會(huì)有意識(shí)地對(duì)信息進(jìn)行反饋并將信息進(jìn)行整合去努力尋找問(wèn)題的所在，從而創(chuàng)造性地解決問(wèn)題。但一直以來(lái)，受文化大環(huán)境的影響我們的思維模式受到了一定的約束，我們習(xí)慣了追求一致，習(xí)慣了保守己見(jiàn)，習(xí)慣了將自我個(gè)性隱藏在內(nèi)心深處而不讓人覺(jué)察，但是這確實(shí)在自我剝奪創(chuàng)造和享受生活真實(shí)面目的權(quán)利和機(jī)會(huì)，所以我們應(yīng)該認(rèn)清這些存在的問(wèn)題，并及時(shí)改正的話，讓我們的教育跟上時(shí)代的步伐，讓我們?cè)谥R(shí)經(jīng)濟(jì)的大潮當(dāng)中去實(shí)現(xiàn)自我價(jià)值。

二、網(wǎng)絡(luò)資源環(huán)境的優(yōu)勢(shì)

隨著計(jì)算機(jī)技術(shù)和通訊技術(shù)的飛速發(fā)展，“千里眼”、“順風(fēng)耳”都不再是夢(mèng)想，電腦逐漸進(jìn)入千家萬(wàn)戶，網(wǎng)絡(luò)環(huán)境成為了一個(gè)具有優(yōu)越性、開(kāi)放性的寶庫(kù)。和傳統(tǒng)教育環(huán)境相比，網(wǎng)絡(luò)環(huán)境下的教學(xué)有以下優(yōu)勢(shì)：

1．網(wǎng)絡(luò)教育環(huán)境相對(duì)自主、寬松，為創(chuàng)造力的培養(yǎng)提供了有利的環(huán)條件。

傳統(tǒng)教學(xué)模式當(dāng)中，只有教師、學(xué)生、文本簡(jiǎn)單組合而成，教師在課堂中的教學(xué)過(guò)程受到一定的限制，往往將知識(shí)以自己的思維形式灌輸給學(xué)生，讓學(xué)生在老師的“組織”和“規(guī)定”當(dāng)中去學(xué)習(xí)，學(xué)習(xí)的目的是為了考試，可想而知課堂氣氛死板而單調(diào)，學(xué)生的學(xué)習(xí)氛圍受到了一定的局限。而網(wǎng)絡(luò)環(huán)境下，有了多媒體的運(yùn)用，教材被多媒體化，學(xué)生通過(guò)聽(tīng)覺(jué)、視覺(jué)、觸覺(jué)、運(yùn)動(dòng)覺(jué)等感覺(jué)器官感知、接收的信息，比傳統(tǒng)教學(xué)中得到的信忽，要生動(dòng)得多，鮮活得多，深刻得多。在這種多重刺激下，學(xué)生就容易產(chǎn)生激情，容易興奮，容易引起興趣，透過(guò)形象生動(dòng)的動(dòng)態(tài)展示深情并茂的“人機(jī)對(duì)話”經(jīng)常使學(xué)生“學(xué)而不厭”。有了興趣就會(huì)產(chǎn)生強(qiáng)烈的求知欲和刻苦鉆研精神;這種好奇心，拄拄會(huì)導(dǎo)致創(chuàng)新意識(shí)的萌發(fā)，激活發(fā)散思維，擦出創(chuàng)造的火花培養(yǎng)了他們主動(dòng)發(fā)現(xiàn)問(wèn)題并想辦法解決問(wèn)題的創(chuàng)新精神。

2．網(wǎng)絡(luò)環(huán)境下，實(shí)現(xiàn)了教學(xué)模式的多元化，讓教學(xué)更高效。

網(wǎng)絡(luò)環(huán)境下，“教師—網(wǎng)絡(luò)—學(xué)生”新的教學(xué)模式通過(guò)

網(wǎng)絡(luò)促進(jìn)了教師、學(xué)生之間的交流，這樣克服了學(xué)生學(xué)習(xí)的主管障礙，使每位學(xué)生都有機(jī)會(huì)向老師提出問(wèn)題，得到老師的講解，實(shí)現(xiàn)了教師學(xué)生的自主交流，學(xué)生與學(xué)生之間可以通過(guò)各種有趣討論進(jìn)行網(wǎng)絡(luò)交流，增強(qiáng)了學(xué)生自主解決問(wèn)題的能力，讓他們有問(wèn)題不是等著老師給答案，增強(qiáng)了學(xué)生的主動(dòng)參與意識(shí)，開(kāi)闊學(xué)生視野，使學(xué)生從灌輸式學(xué)習(xí)變?yōu)樽灾魇綄W(xué)習(xí)，激發(fā)起學(xué)生富有創(chuàng)造性的想法，在思想的撞擊中產(chǎn)生創(chuàng)造的靈感。

3．在多媒體網(wǎng)絡(luò)教學(xué)中教師的主導(dǎo)啟發(fā)了學(xué)生的思維

教師在多媒體網(wǎng)絡(luò)教學(xué)中，要始終發(fā)揮主導(dǎo)作用，首先在多媒體網(wǎng)絡(luò)教學(xué)中，教師的問(wèn)題一般不要直接了當(dāng)?shù)叵驅(qū)W生提出，最好把問(wèn)題隱含在一定的情景或制作相應(yīng)的課件之中，并且設(shè)置問(wèn)題要有針對(duì)性和啟發(fā)性，這樣更加有利于激發(fā)學(xué)生思考的方向和能力；其次，在多媒體網(wǎng)絡(luò)教學(xué)中，教師應(yīng)該是引導(dǎo)解題，這種引導(dǎo)又是有分寸的，不是時(shí)時(shí)處處引導(dǎo)，只能在學(xué)生容易出現(xiàn)迷茫的時(shí)候給與引導(dǎo)和點(diǎn)撥，并且點(diǎn)到為止而不能全盤(pán)托出，正所謂“師傅引進(jìn)門(mén)”；最后教師可在多媒體滾學(xué)環(huán)境下應(yīng)該培養(yǎng)學(xué)生 “舉一反三”的精神，讓學(xué)生學(xué)會(huì)融會(huì)貫通，由一知百，明白透，了解深，真正的掌握學(xué)問(wèn)。

4、多媒體環(huán)境下的教學(xué)有利于培養(yǎng)學(xué)生的自主個(gè)性

多媒體網(wǎng)絡(luò)環(huán)境下的教學(xué)，每個(gè)學(xué)生都可以利用多媒體

網(wǎng)絡(luò)的廣闊性和平等性，以自己的方式和獲得相關(guān)的信息，而且在學(xué)習(xí)的過(guò)程中培養(yǎng)自己獨(dú)立自主的能力，發(fā)展了個(gè)性，也培養(yǎng)了創(chuàng)新思維，體現(xiàn)了個(gè)人在學(xué)習(xí)過(guò)程中的主體價(jià)值。從而更加明白學(xué)習(xí)的意義，明白自己接下來(lái)學(xué)習(xí)的方向和目標(biāo)。

三、美好愿景

“創(chuàng)新是一個(gè)民族進(jìn)步的靈魂”，是國(guó)家發(fā)展的動(dòng)力。一個(gè)民族能否自立于世界民族之林，能否頂住時(shí)代浪潮的沖擊，關(guān)鍵在于青少年創(chuàng)新能力的培養(yǎng)，而這取決于教育。越來(lái)越多的實(shí)踐證明，多媒體環(huán)境下的教育已成為主流，因?yàn)樗行У嘏囵B(yǎng)了學(xué)生的創(chuàng)新精神，為他們花一樣的年華增添了無(wú)限歡樂(lè)和精彩，同時(shí)讓他們的思維更加敏捷，羽翼更加豐滿，給他們未來(lái)的人生道路增加了勝利的籌碼，相信借助網(wǎng)絡(luò)資源的東風(fēng)，年輕一代將飛得更高，更遠(yuǎn)！