Constructivism-based Design and Application of CALL Coursewa
发布时间：2023-06-18 01:57
随着CALL(计算机辅助语言学习)的发展，市场上出现了大量的多媒体课件，但质量参差不齐，且真正能应用于课堂教学的并不多。作为语言教师，应该怎样做才能适应多媒体时代的要求，开发和利用课件来促进学习者学习，提高教学质量已成为当前众人关注的焦点。本文从计算机辅助语言学习的发展与第二语言习得关系入手，分析了当前的使用现状，归纳出应用中的问题，最主要的原因是大部分课件设计和开发基础仍是传统的行为主义教学理论，并且现有课件的设计缺少语言教学专家的参加。鉴于此，本文以为建构主义理论基础，提出在多种多媒体教学模式下教学软件的设计原则，鼓励语言教师设计或与软件开发专业人员合作开发高质量课件。除了探讨在建构主义指导下开发课堂教学软件一般过程和步骤外，本文还从软件的主题、核心教学法、用户界面及实用性等方面提出了语言教师选择和应用课件的一般标准。更值得一提的是本文还通过对当前市场上国内和国外流行的一些教学软件的分析和评价，概括出应用这些软件的特点来促进语言学习者阅读、词汇、听说等语言技能提高的方法。
【文章页数】：87 页
【学位级别】：硕士
【文章目录】：
Chapter Ⅰ Introduction
1.1 Development of CALL and second language acquisition
1.1.1 Behavioristic CALL
1.1.2 Communicative CALL
1.1.3 Integrative CALL
1.2 Types of courseware
1.2.1 Behavioristic, communicative, integrative courseware
1.2.1.1 Behavioristic CALL courseware
1.2.1.2 Communicative CALL courseware
1.2.1.3 Integrative CALL courseware
1.2.2 Drill-and-practice, Instructional and Simulation courseware
1.2.2.1 Drill-and-practice courseware
1.2.2.2 Instructional courseware
1.2.2.3 Simulating courseware
1.2.3 Courseware for teachers and courseware for learners
1.3 Advantages of CALL courseware
1.3.1 Variety of the ways of information demonstration
1.3.2 Great amount of comprehensive language input
1.3.3 Individual learning
1.3.4 Improvement of interaction between student and computer
1.4 Weaknesses of courseware
1.4.1 Lack of guidance from advanced teaching theory
1.4.2 Role displacement of courseware designers and users
1.4.3 Resistance to use
1.4.4 Decrease of interaction between students and teachers
Chapter Ⅱ Constructivism-based CALL
2.1 The basics of constructivism
2.2 Constructivism learning theory and SLA
2.2.1 Assimilation and accommodation
2.2.2 Piaget’s modal and Krashen’s theory
2.2.3 Constructivist learning and teaching theory
2.3 Constructivism and Integrative CALL
2.4 Constructivist environment and CALL courseware design
2.4.1 Constructivist learning environment designing
2.4.2 Guidance for CALL courseware design
Chapter Ⅲ Modes of CALL Software and Designing Principles Based on Constructivism
3.1 Ordinary Classroom Teaching Mode
3.1.1 Characteristics of classroom teaching
3.1.2 Call for constructivist courseware
3.1.3 Principles of courseware design
3.2 Individualized Learning Mode
3.2.1 Advantages and disadvantages of individualized learning
3.2.2 Principles of courseware design
3.3 Network Classroom Mode
3.3.1 Limitations of the above two modes
3.3.2 Characteristics of Network Classroom teaching
3.3.3 Principles for courseware design
3.4 Virtual Reality Mode
3.4.1 Computer simulation
3.4.2 Principles for courseware design
3.5 Distance Education Mode
3.5.1 Characteristics of distance education
3.5.2 Advantages of networks in distance education
3.5.3 Principles of courseware design
3.6 Summary
Chapter Ⅳ The Development of CALL courseware for classroom teaching
4.1 Identification of the objectives of instruction
4.1.1 The cognitive domain
4.1.2 The affective domain:
4.1.3 The psychomotor domain:
4.2 Selection of topics
4.3 Draft of Design
4.4 Materials seeking:
4.5 Design of instruction
4.6 Evaluating
4.7 Other Perspectives on courseware development
Chapter Ⅴ Criteria for Application of CALL Software
5.1 Content and methodology
5.2 Instructional criteria
5.3 Interface criteria
5.3.1 Interactivity
5.3.2 Display of elements and connections between them
5.3.3 Colors, highlighting, and display building
5.4 Pragmatic criteria
Chapter Ⅵ Application of CALL Courseware
6.1 For Reading
6.1.1 Research on reading in CALL
6.1.2 Ways to improve reading
6.1.2.1 Hypertext
6.1.2.2 Multimedia reading
6.1.2.3 Text manipulation
6.1.2.4 Providing comprehensible input
6.1.2.5 Timed or paced readings
6.1.2.6 Websites for further information
6.2 For Listening and for speaking
6.2.1 An overview
6.2.2 Four types of courseware and their application
6.2.2.1 Listen/watch-Repeat
6.2.2.2 Record-Compare
6.2.2.3 ASR (automatic speech recognition)
6.2.2.4 Simulated Game
6.3 For Vocabulary
6.3.1 Development of Lexical CALL courseware
6.3.2 Ways to help vocabulary acquisition
6.3.2.1 Hypertext in reading courseware
6.3.2.2 Repetition and recall
6.3.2.3 Games for learning vocabulary
6.3.2.4 Electronic dictionary
Chapter Ⅶ Conclusion
Bibliography
本文编号：3834553
【文章页数】：87 页
【学位级别】：硕士
【文章目录】：
Chapter Ⅰ Introduction
1.1 Development of CALL and second language acquisition
1.1.1 Behavioristic CALL
1.1.2 Communicative CALL
1.1.3 Integrative CALL
1.2 Types of courseware
1.2.1 Behavioristic, communicative, integrative courseware
1.2.1.1 Behavioristic CALL courseware
1.2.1.2 Communicative CALL courseware
1.2.1.3 Integrative CALL courseware
1.2.2 Drill-and-practice, Instructional and Simulation courseware
1.2.2.1 Drill-and-practice courseware
1.2.2.2 Instructional courseware
1.2.2.3 Simulating courseware
1.2.3 Courseware for teachers and courseware for learners
1.3 Advantages of CALL courseware
1.3.1 Variety of the ways of information demonstration
1.3.2 Great amount of comprehensive language input
1.3.3 Individual learning
1.3.4 Improvement of interaction between student and computer
1.4 Weaknesses of courseware
1.4.1 Lack of guidance from advanced teaching theory
1.4.2 Role displacement of courseware designers and users
1.4.3 Resistance to use
1.4.4 Decrease of interaction between students and teachers
Chapter Ⅱ Constructivism-based CALL
2.1 The basics of constructivism
2.2 Constructivism learning theory and SLA
2.2.1 Assimilation and accommodation
2.2.2 Piaget’s modal and Krashen’s theory
2.2.3 Constructivist learning and teaching theory
2.3 Constructivism and Integrative CALL
2.4 Constructivist environment and CALL courseware design
2.4.1 Constructivist learning environment designing
2.4.2 Guidance for CALL courseware design
Chapter Ⅲ Modes of CALL Software and Designing Principles Based on Constructivism
3.1 Ordinary Classroom Teaching Mode
3.1.1 Characteristics of classroom teaching
3.1.2 Call for constructivist courseware
3.1.3 Principles of courseware design
3.2 Individualized Learning Mode
3.2.1 Advantages and disadvantages of individualized learning
3.2.2 Principles of courseware design
3.3 Network Classroom Mode
3.3.1 Limitations of the above two modes
3.3.2 Characteristics of Network Classroom teaching
3.3.3 Principles for courseware design
3.4 Virtual Reality Mode
3.4.1 Computer simulation
3.4.2 Principles for courseware design
3.5 Distance Education Mode
3.5.1 Characteristics of distance education
3.5.2 Advantages of networks in distance education
3.5.3 Principles of courseware design
3.6 Summary
Chapter Ⅳ The Development of CALL courseware for classroom teaching
4.1 Identification of the objectives of instruction
4.1.1 The cognitive domain
4.1.2 The affective domain:
4.1.3 The psychomotor domain:
4.2 Selection of topics
4.3 Draft of Design
4.4 Materials seeking:
4.5 Design of instruction
4.6 Evaluating
4.7 Other Perspectives on courseware development
Chapter Ⅴ Criteria for Application of CALL Software
5.1 Content and methodology
5.2 Instructional criteria
5.3 Interface criteria
5.3.1 Interactivity
5.3.2 Display of elements and connections between them
5.3.3 Colors, highlighting, and display building
5.4 Pragmatic criteria
Chapter Ⅵ Application of CALL Courseware
6.1 For Reading
6.1.1 Research on reading in CALL
6.1.2 Ways to improve reading
6.1.2.1 Hypertext
6.1.2.2 Multimedia reading
6.1.2.3 Text manipulation
6.1.2.4 Providing comprehensible input
6.1.2.5 Timed or paced readings
6.1.2.6 Websites for further information
6.2 For Listening and for speaking
6.2.1 An overview
6.2.2 Four types of courseware and their application
6.2.2.1 Listen/watch-Repeat
6.2.2.2 Record-Compare
6.2.2.3 ASR (automatic speech recognition)
6.2.2.4 Simulated Game
6.3 For Vocabulary
6.3.1 Development of Lexical CALL courseware
6.3.2 Ways to help vocabulary acquisition
6.3.2.1 Hypertext in reading courseware
6.3.2.2 Repetition and recall
6.3.2.3 Games for learning vocabulary
6.3.2.4 Electronic dictionary
Chapter Ⅶ Conclusion
Bibliography
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