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Constructivism-based Design and Application of CALL Courseware

作　者: 程凯文
导　师: 伍忠杰
学　校: 电子科技大学
专　业: 外国语言学及应用语言学
关键词: 计算机辅助语言教学多媒体课件建构主义多媒体教学模式设计原则课件开发应用
分类号: G434
类　型: 硕士论文
年　份: 2004年
下　载: 282次
引　用: 0次
阅　读: 论文下载

内容摘要

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。

全文目录

Chapter Ⅰ Introduction  11-21
  1.1 Development of CALL and second language acquisition  11-13
    1.1.1 Behavioristic CALL  11-12
    1.1.2 Communicative CALL  12-13
    1.1.3 Integrative CALL  13
  1.2 Types of courseware  13-17
    1.2.1 Behavioristic, communicative, integrative courseware  14-15
      1.2.1.1 Behavioristic CALL courseware  14
      1.2.1.2 Communicative CALL courseware  14-15
      1.2.1.3 Integrative CALL courseware  15
    1.2.2 Drill-and-practice, Instructional and Simulation courseware  15-16
      1.2.2.1 Drill-and-practice courseware  15-16
      1.2.2.2 Instructional courseware  16
      1.2.2.3 Simulating courseware  16
    1.2.3 Courseware for teachers and courseware for learners  16-17
  1.3 Advantages of CALL courseware  17-18
    1.3.1 Variety of the ways of information demonstration  17
    1.3.2 Great amount of comprehensive language input  17-18
    1.3.3 Individual learning  18
    1.3.4 Improvement of interaction between student and computer  18
  1.4 Weaknesses of courseware  18-21
    1.4.1 Lack of guidance from advanced teaching theory  18-19
    1.4.2 Role displacement of courseware designers and users  19
    1.4.3 Resistance to use  19-20
    1.4.4 Decrease of interaction between students and teachers  20-21
Chapter Ⅱ Constructivism-based CALL  21-30
  2.1 The basics of constructivism  21-22
  2.2 Constructivism learning theory and SLA  22-25
    2.2.1 Assimilation and accommodation  22-23
    2.2.2 Piaget’s modal and Krashen’s theory  23-24
    2.2.3 Constructivist learning and teaching theory  24-25
  2.3 Constructivism and Integrative CALL  25-26
  2.4 Constructivist environment and CALL courseware design  26-30
    2.4.1 Constructivist learning environment designing  26-28
    2.4.2 Guidance for CALL courseware design  28-30
Chapter Ⅲ Modes of CALL Software and Designing Principles Based on Constructivism  30-43
  3.1 Ordinary Classroom Teaching Mode  30-33
    3.1.1 Characteristics of classroom teaching  30-31
    3.1.2 Call for constructivist courseware  31
    3.1.3 Principles of courseware design  31-33
  3.2 Individualized Learning Mode  33-35
    3.2.1 Advantages and disadvantages of individualized learning  33
    3.2.2 Principles of courseware design  33-35
  3.3 Network Classroom Mode  35-38
    3.3.1 Limitations of the above two modes  35
    3.3.2 Characteristics of Network Classroom teaching  35-36
    3.3.3 Principles for courseware design  36-38
  3.4 Virtual Reality Mode  38-40
    3.4.1 Computer simulation  38-39
    3.4.2 Principles for courseware design  39-40
  3.5 Distance Education Mode  40-42
    3.5.1 Characteristics of distance education  40-41
    3.5.2 Advantages of networks in distance education  41
    3.5.3 Principles of courseware design  41-42
  3.6 Summary  42-43
Chapter Ⅳ The Development of CALL courseware for classroom teaching  43-50
  4.1 Identification of the objectives of instruction  43-45
    4.1.1 The cognitive domain  43-44
    4.1.2 The affective domain:  44
    4.1.3 The psychomotor domain:  44-45
  4.2 Selection of topics  45
  4.3 Draft of Design  45-47
  4.4 Materials seeking:  47
  4.5 Design of instruction  47-48
  4.6 Evaluating  48
  4.7 Other Perspectives on courseware development  48-50
Chapter Ⅴ Criteria for Application of CALL Software  50-57
  5.1 Content and methodology  50-51
  5.2 Instructional criteria  51-53
  5.3 Interface criteria  53-55
    5.3.1 Interactivity  53-54
    5.3.2 Display of elements and connections between them  54
    5.3.3 Colors, highlighting, and display building  54-55
  5.4 Pragmatic criteria  55-57
Chapter Ⅵ Application of CALL Courseware  57-78
  6.1 For Reading  57-63
    6.1.1 Research on reading in CALL  57-58
    6.1.2 Ways to improve reading  58-63
      6.1.2.1 Hypertext  58-60
      6.1.2.2 Multimedia reading  60-61
      6.1.2.3 Text manipulation  61
      6.1.2.4 Providing comprehensible input  61-62
      6.1.2.5 Timed or paced readings  62
      6.1.2.6 Websites for further information  62-63
  6.2 For Listening and for speaking  63-73
    6.2.1 An overview  63-64
    6.2.2 Four types of courseware and their application  64-73
      6.2.2.1 Listen/watch-Repeat  64-65
      6.2.2.2 Record-Compare  65-68
      6.2.2.3 ASR (automatic speech recognition)  68-71
      6.2.2.4 Simulated Game  71-73
  6.3 For Vocabulary  73-78
    6.3.1 Development of Lexical CALL courseware  74
    6.3.2 Ways to help vocabulary acquisition  74-78
      6.3.2.1 Hypertext in reading courseware  74-75
      6.3.2.2 Repetition and recall  75-76
      6.3.2.3 Games for learning vocabulary  76-77
      6.3.2.4 Electronic dictionary  77-78
Chapter Ⅶ Conclusion  78-80
Bibliography  80-87

Constructivism-based Design and Application of CALL Courseware

内容摘要

全文目录

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