Ecobuild based on the network multimedia College English Classroom毕业论文翻译.docx
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EcobuildbasedonthenetworkmultimediaCollegeEnglishClassroom毕业论文翻译
Eco-buildbasedonthenetworkmultimediaCollegeEnglishClassroom
Abstract:
Inthispaper,accordingtothetheoryofecologicaleducation,combinedwiththecharacteristicsofnetworkmultimediateaching,toexplorethenetworkofmultimedia-baseduniversityEnglishteachingforteacherstobuildtheroleandsignificanceoftheclassroomecology:
multimedianetworkteachingmakesitpossibletobuildonstudent-centeredclassroomecologytoachievethesustainabledevelopmentofindividuals,helpbuildteacher-studentplastic.
Keywords:
CollegeEnglish,networkedmultimedia;classroomecologyIntroductionFromtheearly20thcentury,theideas,principlesandmethodsofecologyaremoreandmoretoborrow,transplantation,development,andiswidelyusedinthefieldofsociologyasearlyas1932,U.S.educatorsWaller,W.in<<teachingsociallearn>>abookontheconceptof“ecologicalclassroom.1976,anAmericanscholarLawrenceA.Cremin,theconceptof”educationecology“.Educationecologicalstudiesandtheirsurroundingecologicalenvironment(includingnatural,social,moral,physicalandpsychological)andtheinteractionbetweenlawandmechanism,thecoreoftheecologicalbalanceoftheeducation.Ecologyofeducationtodevelopeducationalsciencenewareas,fromthemacroinspirednewideasforforeignlanguageteaching.
Domesticecologyofeducationbeganinthe1980s,developedrapidly,andpublishedaseriesonthewhole,oureducationecologyresearchstillinitsinfancy,researchismainlyfocusedonthemacrolevelofecologicaleducation,educationecosimpleunderstandingoftheteachingatmosphere;studiedunderthemicro-levelofecologicaleducation,exploretheclassroomecologicalproblems,fewscholars.moreimportantly,fortheteachingofecologytheoryasateachingstrategyisnotenoughdepthorcompletelyignored.willbebasedontheteachingofecologyintheory,combinedwiththecharacteristicsofnetworkmultimediateaching,explorethenetworkofmultimedia-basedcollegeEnglishclassroomteachingtobuildaclassroomenvironmentandpromotingtheroleandsignificanceoftheecologicalbalanceoftheclassroom,buildandimplementationofecologicalnetworksandforeignlanguageteachinghasbeenenlightenment.
ACollegeEnglishClassroomEcologyClassroomecologyisanimportantformoforganizationoftheeducationalecologyclassecologicalresearchmainlyfromtheecologicalpointofviewtofocusonthestudyofclassroomproblems.Doyle(Doyle,W.)andPound(Ponderfor,G.)definesclassroomecologyimpactonteachingandlearningenvironmentinterrelatedprocessesandeventsthatformedthenetwork“.Accordingtothisview,thecollegeEnglishclassroomecologyisamongEnglishteachers,studentsandtheclassroomenvironment,threekindsofecologicalfactorsinteractconstitutea“network”micro-ecosystem,sooneormoreofthefactorsoftheclassroomecologyisalwaysconcernoneorseveralofthesethreefactors,afactorwillinevitablyinterrelatedwithotherfactors.
UniversityEnglisheco-classroomisadynamicharmonybetweenthenaturalandartificialcomplementaryecosysteminaholistic,harmony,collaborationandsustainabledevelopmentoftheteachingmoderenderinginwhichteachersandstudentsisthedynamicfactorandthedominantfactorforthemainsystempositiveinteractionbetweenthetwosidesdeterminethelevelofdevelopmentofthesystem,thebiologicalfactorsinthesystem,thesystemofnon-biologicalfactorsthatclassroomenvironmentisthebasisforclassroomactivitiestobeimplemented,includingthephysicalenvironment,teachingobjectives,content,methods,tools,teachingatmosphere,thesenon-biologicalfactors,notonlyasaforeignlanguageteachingfoundation,orimportantexternalfactorstopromotetheteachingandlearningwithmoderneducationandtechnology,especiallytherapiddevelopmentofmultimediatechnology,instructionalmediaposedbythecomputer,networkingandotherITinjectednewelementsintotheecosystemofthecollegeEnglishteachinginthecollegeEnglishclassroomenvironmentalfactorsplayanincreasinglyimportantrole,hasbecomeimportantelementsofecologicalfactors.
Eco-modernism(ecologicalpostmodernism)advocateecologicalworldviewthattheworldisorganicwholebythenetworkofrelationships,therealityofallunitsareintrinsicallylinkedtoallunitsorindividualsarecomposedofrelationshipsinthisoverallastherelationshipbetweenthingsandthingsaretrulyexists,anymaterialchangeswouldinevitablyleadtochangesinthesecomplexnetworkofrelationships.thismutuallyinclusiverelationshipisaninherentorganiclinks,ratherthanmachinery,externalentitiesandentitiesinterrelated.collegeEnglishclassroomecologyofthethreefactorsaremutuallyindependent,butinterrelated,interdependentandinteract,adapttoeachother,theyformanon-EnglishclassroomincooperationwiththeUniversityofsymbioticmanipulationsplitorganicecologicalwhole,jointlycompletethedevelopmentoflife“(thefunctionofeducatingpeople[ifonefactorisdestroyed,itwillleadtoecosystemimbalanceoftheentireEnglishclass,showingadiscordantsituation.Onthecontrary,theuseofcertainecologicalfactorsTheactivefunctioncanalsosolvetheproblemoftheimbalanceintheforeignlanguageteaching,toeliminatethedrawbacksoftraditionalteaching,promptingtheentireclassroomecosystemtoachievebalanceandimprovethequalityofthecollegeEnglishclassroomteaching.
2networkmultimediateachingclassroomecologyIsgenerallybelievedthat,networkmultimediateachingisthemainsubjectteachersorganizations,classroomactivities,whiletakingadvantageoftheopennetworkenvironment,networkresources,avarietyofknowledgepresentation,convenientinteractionenvironmentandtoolsfordifferentindividualslearningcharacteristics,andtoguidestudentstotaketheinitiativetofreetheclassroomorafter-schoollearningactivities,andtheintroductionofinteractivediscussion,groupcollaborationmechanisms,thestudents’learningactivitiesextendtothenetworkenvironmentwithouttheconstraintsoftime.
2.1networkmultimediateachingmakespossibletobuildonstudent-centeredclassroomecologyAtanimportantnicheinthecollegeEnglishclassroomecology,students,classroomlearningbehaviorpractitioners,istheembodimentofteachingeffectiveness,activeconstructorsofknowledgeandgeneratethefundamentalgoaloftheCollegeEnglishClassroomiseverythingforthestudentstonetworkmultimediacanhelptosolvetheclosureoftraditionalteaching,one-way,singledrawbacks,andprovidetechnicalsupporttobuildonstudent-centeredclassroomecologicalenvironmenthasbecomeadynamicfactorintheclassroomecology.
2.1.1openanddiverseteachingandlearningenvironmentOrganicintegrationofmultimediatechnologyandforeignlanguageteachingtopromoteforeignlanguageteachingfromthetraditionalone-wayclosedandtheknowledgeandskillsspreadtotheopenandmulti-directional,toprovidestudentswithavarietyofcurriculumresources,teachingmode,teachingcontentandclassroomactivities,studentshaveabroadselectionofspace,breakingthelimitationsofclassroominstructiontimeandspace,thestudentsplacedinanopenecosystem,classroomextendstothecommunity,toguidestudentsoutoftheclassroomclassroom,intothesocialclassorganicintegrationoflearningthesubjectandtheenvironment,toovercometheeffectofpotsinthetraditionalclassroomteaching,toachieveecologicalbalanceofthisequilibriumwillbeapowerfulincentiveforthestudents’initiative,enthusiasmandcreativity,aswellreflectthestudentsintheclassroomecology.Thedominantpositionoffoundationconditionsareprovided.
2.1.2looseandindependentlearningenvironmentTheaimofeducationisnotonlytoteachstudentsknowledgeismoreimportantistheabilitytoteachstudentstoacquireknowledge.Learningactivitiesinthemultimediaenvironmentofnetworkscanbeattributedtothreebasictypesofinformationgatheringandprocessing,interpersonaltypeandproblemsolvinglearnersinthisenvironmenttolearntoenjoygreaterfreedomandautonomy,theycanchooseaccordingtotheiractualleveltheyareinterestedinlanguagelearningmaterials,self-identifiedlearningobjectives,freedomtochoosethelearningmethodsandlearningwaystoeffectivelylearninginthisprocess,teachersactasassistants,studentsandacademicpartners,toreflectthedominantrole:
design,organization,classroomactivities;guidancetohelpstudentstoengageinclassroomactivities;asapartytothecommunicationactivitiesdirectlyinvolvedinteachingactivities;fairandreasonableevaluationofstudents’learningprocessandacademicperformanceinordertoguideandhelpthestudentbodytofosterlearningresponsibilityandself-learningabilitytoachievethesustainabledevelopmentofecologicalfactors.
2.1.3harmoniousinteractionbetweenteachersandstudents,therelationshipbetweenlifeandlife“Thecoreideaoftheeducationalecologymodelisinteractive.”Transcendtimeandspaceofthree-dimensionalinteractiveplatformforonlinemultimediacollegeEnglishteaching,inthisexchangeplatform,therelationshipbetweenteachersandstudentsshiftfromhegemony,controldiversity,symbiosis,thedevelopmentofteacherstostudentsorganizer,guide,andpromotetheidentityofstudentstotheknowledgeofparticipantsintheprocess,andexplorers,equalexchanges,atthesametime,lifeundertheguidanceofteacherstoachievetheestablishedlearning