网络环境下的阅读与写作教学（推荐5篇）

第一篇：网络环境下的阅读与写作教学

网络环境下的阅读与写作教学

湖南省衡山县第四中学 赵新连

（一）现状

【摘 要】：随着信息技术的快速发展，网络已经成为人们生活中一个重要的部分，也影响到语文教学中的阅读和写作教学。本文试图从目前阅读与写作教学的现状，网络环境下的阅读与写作教学的特点和优势，整合信息技术利用网络环境开展阅读与写作教学三个方面来阐述如何利用网络环境来开展阅读与写作教学。

【关键词】：信息技术 网络环境 阅读与写作教学 现状 特点 整合 随着信息技术的快速发展，网络已经成为人们生活中的一个重要的部分。2000年10月26日，教育部决定从2001年起利用5到10年时间在全国中小学基本普及信息技术教育，全面实施“校校通”工程，以信息化带动教育的现代化，实现教育的跨越式发展，并提出要加快信息技术教育与其它课程的整合。网络信息技术与课程整合的实践和探索业已拉开帷幕。网络技术正以前所未有的巨大动力推动着教学内容、教学方法、教学技术以及教学过程中的一切因素进行革命。随着网络技术在学校教学中的广泛运用，网络环境中的教学以其特有的灵活性和高效性，成为现代教育发展的必然趋势，显示出独特的内在魅力。

语文，是人们学习、工作，赖以思维并进行交际的基本工具。当信息化成为当今人类的重要特征，信息高速公路上的WWW（全球信息网）、E-mail(邮件）、Archie(信息查询）、Netnews(网络新闻）、QQ（网络聊天）等多种服务正在明显地改变着人类交往、学习乃至工作、生活方式的时候，传统的语文教学面临着严峻的挑战。网络环境下阅读和写作方式正在发生巨大的变革：在阅读方式上，将从文本阅读走向超文本阅读，从单纯阅读文字发展到多媒体电子读物，并在同电子资料库对话中进行高效率的检索式阅读；在写作方式上，将从手写走向键盘输入、扫描输入和语音输入，从传统纯文本写作到超文本结构的谋划与写作，并在与电子资料库对话中走向阅读与写作的一体化，以及在远程交流中阅读与写作的协同化和群体化（如上传、下载、聊天等）。网络环境下阅读和写作方式的这些变革，是不以传统的经典的语文教师的意志为转移的。

我国大多数中学语文教师上机能力还不强，掌握网络技术和学习新的阅读及写作方式都存在着很大的困难，语文教育者对于现代信息技术与本学科教学整合的争论多于行动，因此，我们必须正视现实，转变观念，认识网络，积极探索基于网络环境的新型的语文教学模式，大力促进信息技术教育与语文课程的整合。

（二）特点

所谓网络环境，是指构成国际互联网（Internet）以及与国际互联网相连的局域网络物理空间的各种硬件设备，以及形成网络正常运行空间的各类软件。网络信息，是指网络上储藏着的各种形式的信息的集合，包括信息内容本身、记录信息的载体、信息的表达形式、信息组织的结构和信息传播的手段等要素。网络教育信息资源是指经过人们选取、组织、序化后的有用信息的集合。网络信息资源的内容特点，在数量上具有海量性，在种类上呈现多类型、多媒体、跨地域、跨语种的特点；在分布上是分散、开放但具有独特的超文本链接和模糊检索关联的统一体；其形式特点则凸显出交互性，基于电子平台、数字编码基础上的多媒体超越了传统的信息组织方式，集中了语言、非语言两类符号，能从一种媒介流动到另一媒介，能以不同的方式述说同一事件，能触动人类的不同感官经验，在本质上成为人机互动的共享媒体；在效用方面，具有共享性、时效性、强转移性、强选择性和高增值性等特点。网络信息资源的上述特点，决定了网络环境下的教学过程的开放性、学习过程的交互性、学习内容选择的自主性，这就恰恰应合了人本主义和素质教育倡导的主旨。当不少语文教师正在对传统的CAI课件欲做不能、欲罢不舍的尴尬局面中，基于网络环境的语文教学，已经展现出更广阔的天空。一位具有时代感和责任感的语文教师，不能不对此予以强烈的关注和积极的投入。

语文教育信息资源是网络信息资源的一个组成部分。根据它在网络计算机上的存储位臵，可分为泛在资源、导航资源和本地资源。泛在资源即未做过信息代理的学习网站，包括大型网站的搜索引擎以及其它广泛存在的网络信息资源。导航资源一般作为学习的辅助材料，它通过目录的形式已完成了非本地资源的信息代理工作。P2P导航资源，是页面到页面的组织方式。它主要以标题的形式组织代理信息资源，点击标题即可到达文章的真实IP地址；S2S导航资源，则是站点到站点的组织方式，如网站首页的友情链接等。本地资源是指存在本地服务器或计算机上的信息资源，内容经过深度加工，结构良好，如CSC电子备课系统、K12教学资源等也属于此类资源。语文教师可以在教学过程的不同阶段，结合学校的网络硬件环境实际，选择利用不同的教育信息资源。

近几年来，中文网络教育资源与日俱增，以语文教学为主题的教育网站也有了一定的数量。过去语文教师中只有极少部分的先行者费时费力封闭式地制作课件辅助教学的状况，将由于网络环境中教学资源的日益丰富和开放而得到根本的改变。现在很多的教学网站（页）就蕴藏着极为丰富的语文教学资源。

（三）整合

近年来，随着当代信息技术向基础教学领域的迅速扩展，信息素养（Information Literacy)及其培养在各国受到越来越广泛的关注。美国对中小学信息素养的要求，简而言之有以下八条：

1、具有信息修养的学生能有效和高效地获取信息。

2、能熟练地批判性地评价信息。

3、能精确地创造性地使用信息。

4、能探求与个人兴趣有关的信息。

5、能欣赏作品和其他对信息进行创造性表达的。

6、能力争在信息查询和知识创新中做得最好。

7、能认识信息对于民主的重要性。

8、能实行与信息和信息技术相关的符合伦理道德的行为。语文作为一门基础学科，其根本的教学目的，就是要训练者的理解能力和表达能力。以信息论看理解能力，它应当包括高效获取信息，熟练、批判性地评价信息，有效地吸收、存储并快速提取信息的能力；而表达能力，则应当包括运用文本和超文本表达信息、创造性地使用信息，并将以上一整套驾驭信息的能力转化为自主、高效地学习与交流的能力。基于上述的理解，信息技术与语文学科教学的整合，不仅是十分必要的，而且是完全可能的。

在语文的理解和表达体系中，阅读与写作是最重要的板块。如前所述，在信息社会的环境下，阅读和写作方式正在发生重大的变革。因此，我们必须在语文教学过程中，大力培育学生的信息素养，指导学生学会网络环境下的阅读和写作。

中学语文的阅读教学大致有五种类型：一是为大体了解读物内容的浏览性阅读，二是为透彻理解读物内容的理解性阅读，三是为获得审美愉悦的鉴赏性阅读，四是为提高写作能力而进行的借鉴性阅读，五是为研讨特定的探究性阅读。从当前的语文教学现状看，浏览性阅读（博览）和探究性阅读（精读）未能受到重视。因此，网络环境下的阅读应以博览精读为目标，使学习者以现代化的开放性的阅读心态，适应网络信息全方位、高密度的资源特征和呈现方式，适应信息社会对新一代公民文本表达并兼具超文本表达能力的要求。

浏览性阅读要求是经常浏览书报杂志和网络信息，能快速提取主要信息，准确筛选所需信息。探究性阅读则要求围绕专题搜集、整理相关材料，并能针对专题提出自己的某种见解。阅读过程中的浏览与探究，整体教学过程中的阅读与写作，都是一个有机的结合体。在上，可以指导学生围绕一定的主题，按照点圆式信息传输路径阅读大量的有关文本，并进而开展探究性的系列活动。在教学过程上，湖北省李克刚老师设计过如下的学习流程：

1、明确方向，提出建议。如在教学《记念刘和珍君》时，组织学生在Internet环境下，以“传记文学”为方向进行阅读，进而要求学生在网络上把该文改写成《刘和珍君传》。

2、主题搜索，制作卡片。在明确方向的基础上，要求学生搜集某一主题的相关资料，制作读书卡片，初步筛选、收集信息。如在开展《祝福》阅读教学时，有的学生就通过搜索引擎在网上寻找相关信息，把鲁迅笔下的女性形象集中在一起进行。

3、归纳整理，分析理解。即引导学生对各种资料进行归类，学生整理归纳信息的能力。

4、展示观点，深入认识。在占有大量信息并进行初步归类加工后，引导学生继续完善、加深对阅读主题的认识，对重点信息进行深度加工，从不同角度去认识、理解事物事理。在网络环境下可以组织学生在聊天室里写作，发表看法，交流意见，衍生创造出新的信息。

网络环境下以博览精读为目标的阅读，是以信息论为指导，以围绕阅读目的准确、快速、有效把握文章相关信息为基本原则，不断提高学生语文能力和信息素养的教学模式。学生的阅读对象除了传统的书籍报刊外，还有更为丰富的即时的网络资讯、多媒体信息。通过博览精读，学生将获得大量的感性材料，为联系生活提供更多的条件，从而扩大学习时空，激发写作兴趣，有效地强化作文能力的培养和综合素质的提高。时下的网络空间已经为学生发表作品提供了极为自由和广阔的阵地，学校、学科、班级、个人主页正层出不穷，E-mail(电子邮件）、ICQ+Netmeeting(网络寻呼+聊天室）、BBS（电子公告栏）、MicroBlog（微博）等也都可以成为学生发表作品交流信息的良好载体。学生对作品发表欲的满足，将直接激发创作欲，形成良性循环，促进语文能力和信息素养的同步提高。

我国教育技术专家桑新民博士指出：“网络教育模式必须完成教师灌输为主向学生自主与协作学习为主的关键性转变”。教师有各自不同的专业，但各专业教师共同的使命则是教会学生如何学习。网络技术当然不是包治教育百病的灵丹妙药，但毫无疑问网络环境下的学习是一种高效的学习。要教会学生如何学习，包括语文科在内的各专业教师首先必须自己先学会高效地学习。然后才能指导学生充分利用网络这个环境更好地学习。

第二篇：网络环境下初中英语写作教学案例

网络环境下初中英语写作探究性教学案例

设 计 缘 起

“网络环境下进行教学”是我国面向21世纪基础教育教学改革的新视点。如今网络资源越来越丰富，为学生的学习提供了大量的资源。网络时代不仅为英语写作教学带来了新的挑战，同时又为其提供了全新的思路和手段。作为计算机辅助英语教学的重要组成部分，网络辅助英语写作教学与传统写作教学相比，具有显而易见的优势：

1、体现信息获得和反馈的便捷性，2、体现学生训练写作的主体性。

3、体现学生尝试写作的积极性

4、体现学生参与写作的创造性。

5、体现教学资源的丰富性

近年来，我国的英语教师纷纷仿效国外网络辅助写作教学的成功范例，在自己的课堂进行尝试，取得了实效。如顾佩娅等(1997)、王琦(2000)和胡开杰等(2001)利用电子邮件提高学生英语写作水平，过小宁(2002)、顾纪鑫等(2002)利用网上写作实验室，顾佩娅等(2002)进行了网上英语写作与项目教学法的试验，刘伟(2000)、章国英等(2002)设计了网络英语写作课件或课程。显然，这些开拓性实践证明了网络辅助英语写作教学的可行性和优势地位。

案 例 综 述

一、Teaching content（教学内容）

以译林出版社的《牛津初中英语》九年级Unit5(Films)Reading

“Hollywoods all-time best—Audrey Hepburn”话题为背景，根据写作要求提示，组织材料，写一篇自己喜爱的明星传记（介绍）。

二、Teaching aims（教学目标）

1.写作技能目标：

在学习“Unit5(Films)”之后，学生通过理解与把握“ Hollywood’s all-time best—Audrey Hepburn”这篇人物传记，掌握用英文写简易人物传记（介绍）的基本技能。

2.学习策略目标：

（1）利用信息技术在网上浏览、欣赏众多图文并茂电影明星人物传记，并通过学生自主、合作、探究学习方式来仿写自己喜爱的电影明星传记。

（2）培养学生信息搜索、处理、加工的能力及创造能力。与此同时，大量接触与英语有关的电影题材，阅读有关材料，讨论相关话题，使学生巩固课文中所学到的有关词汇，学到更多词汇，并得到大量的听、说、读、写个方面的语言实践机会。促进写作水平的提高。

3.个体情感目标：

在小组协作学习中体会到相互协作的重要性，以及乐于使用计算机网络进行网上英语写作学习和交流，同时加强情感沟通。

三、Difficult and important points(教学重点与难点)

1.如何做好阅读与写作的衔接。

2.对学生仿写传记的评论与评价。

四、电教设计：

运用新课改的理念，把信息技术与英语写作教学进行合理有效整合，为学生积极主动的学习营造一个极好的心理场，从而调动学生多种感官参与学习，力求使视、听、讲、思、练有机地组成一个既能传授知识、培养能力，又能陶冶学生的情操，培养学生感知美、理解美、鉴赏美、创造美的动态功能系统。

五、Teaching Methods（教学方法）：

在多媒体网络教室，以学习小组为单位，把电脑摆成椭圆形，便于交流、合作。

环节一：抛出问题。

教师通过电脑多媒体课件播放电影配乐、电视明星剧照、图文并茂电影明星人物传记、精彩的电影剪接等，边播放边向同学提出相应问题，检查学生对所播内容了解程度，并借机鼓励学生对他们不了解的内容进行探索。播放之后，教师通过多媒体教学网络向学生呈现教学内容、介绍文体格式，简述写作方法、技巧、提出字数要求等。

【反思与分析】：人本主义心理学认为语言学习的过程中激发情感因素可提高学习效率。网络辅助写作教学可激发学生的学习兴趣和主动性，增强其社会意识和成功的自信心，为其提供表现个性特点的园地，使情感与认知有机结合起来，有助于素质教育。多媒体技术集图像、声音、文字、动画和数值于一体，作文命题或讲评形式更为直观，给学生提供多方位的感官刺激，这符合行为主义理论。在英语写作教学中，对于大多数学生而言，英语写作不轻松，也比较乏味。在每课开始时利用学生极感兴趣的精彩视频、唯美图片，创设“美”的情景，使学生耳目一新，既活跃了课堂气氛，拓展了学生的思维，又激发学生学习兴趣，这些易于理解的材料通过大脑输入，为下一步的写作做好了感性材料的准备。为英语写作打下了良好的基础。

环节二：查找资料。

学生通过本课专题网站、校园网以及各种搜索引擎进行资料收集：浏览网页、下载资料、阅读大量资料（教师进行适时指导）。先以学习小组为单位，由小组长组织组员进行协商讨论有关话题，交流观点，挖掘主题内容，查阅生词、词组，补充有关信息等，以便进一步完善或拓展其写作思路。尔后各自行动、搜索、查阅、收集相关史料、斟酌腹稿、为形成电子稿作铺垫。

【反思与分析】：建构主义学习理论认为学习是学习者在一定社会文化背景下，借助外界帮助，主动建构获得知识的过程。现代写作理论认为写作是一种认知活动。因特网可帮助学习者更快地学会研究性学习，培养其自学能力、合作能力、独立解决问题的能力，拓展其思路，激发其创作灵感。因特网是英

语学习的资料宝库，网上书面交流可提供大量真实贴切的、学生可理解的语言学习材料。同时还可使作文内容更贴近生活，使学生更关注社会。在多媒体的支持下，借助声音和图像的真实呈现，学生可以身临其境地接触到真实的写作素材，并与之进行有意义的互动，学生全方位亲身体验英语，实现语言学习和语言运用的紧密结合。

环节三：整理资料 形成成果。

学生对所获得的资料进行分析、小组成员分工进行文字创作、图片编辑或网页制作，形成作品：1独立写作(independent construction)：根据自探过程中在网上搜索、收集的相关视频、图片、文字等资料，通过小组讨论结果，小组成员每人进行实际的创作，包括编写提纲、打草稿等写作过程。在这个过程中，有困难可求助于网络、组员或老师，但不能抄袭他人成果。

2、伙伴编辑(peer editing)：根据教师呈现的简要修改策略，学生阅读全文，并做必要的扩充、删节。每个组员依次评改其他三位组员的作文，并标注出好词、好句、好段，最后定稿。

【反思与分析】： 文字处理软件帮助学生更快、更好、更自信地完成作业。与传统纸笔方式相比，可减少抄写作文的重复劳动。学生不必因担心卷面整洁问题而影响思路，不易产生厌倦或恐惧感，相反，作业美观可增强其写作兴趣与自信心。在写作过程中，由生生互动、问题互动，使学生积累了写作素材；同时，学生写作技能的培养在这里也得到了较好发展。从整理思路，组织素材，到列出提纲，遣词造句，写出文章，整个过程是连贯的，是一体的。在这个环节中，教师使用了“问题型”、“任务型”教学法，通过学生的班级活动，小组活动，促进了学生之间的交流、合作能力。在小组交流过程中，老师也适时地参与到了讨论当中，并能适时地加以指导，教师扮演了活动的组织者，学生的指导者和启发者的身份；体现了学生是课堂的主体，一切活动都是围绕学生的学来展开的。

环节四：交流成果。

学生四人一组进行组内交流后，把自己的作品传到班上的网页上，每位同学生在自己的电脑上可任意欣赏其他组的作品，从而达到资源共享，互相学习，为下面演示作品、评价作品做准备。在“我型我秀”环节中，每组选出代表在班上进行交流。请小组代表根据研究任务、探究结果，向全体同学诠释、演示本组代表作。通过电子教室，当一个小组在介绍本组作品时，其他同学的电脑屏幕上都会显示出该小组的作品。

【反思与分析】：语言教学交际理论认为写作是一种交际活动，学生通过网络交流成果，积极提出问题并讨论问题，通过与其他同学、同龄人和教师的交流合作，改善自我表达能力和交际能力。在此环节中，进一步体现了以学生为主、教师为辅的师生多向交流的教学模式，让学生在团结协作的“会话”环境中发挥主动性、积极性和合作精神，它激发了学生自我确认、自我完善和相

互竞赛的动机，以及增强与人合作的技能和心理承受力，并在此过程中逐渐学会学习、学会欣赏、学会评价；增进了同学间的感情交流，改善他们的人际关系；实现了学生在民主、和谐、融洽的氛围中获取知识能力的途径，是提高课堂教学效率，加大学习密度，拓展学生情感交流，培养学生综合素质的必由之路。

环节五：师生评价

教师规定每位学生在网上阅读至少五位同学的文章，并从中选出他们认为最好的文章。文章评价的标准由教师通过网络发送给学生，供学生参考（教师的标准：（1）Topic；（2）Editing；（3）Creativethinking ；(4)Structure；

(5)Choice of vocabulary。）

此环节，教师可实现当堂点评、指导、讲解。信息的反馈仅在鼠标点击之间。教师可以轻易将某个学生的写作调出，展示在全体学生面前，让学生在教师的指导下集体修改，还可以让每个学生提出自己的意见，在网上进行讨论。

小组写作是集体智慧的结晶，作文质量高，也相对工整，师生评价时主要就内容 和文章结构发表评论，提出修改意见，采用实分制，对于好词、好句、好段、好作文予以加分，以示鼓励；通过对成绩的分析对比，表扬成绩高的小组和进步的小组；把成绩最好的作文作为范文在全班朗读，从构思、谋篇布局到语言运用诸方面充分肯定作文的优点，使学生多接触正面的内容，把成绩高的小组作文张贴在班级“佳作欣赏栏”上，并要求所有同学与此对照，对自己的作文进行反思评价。网络系统根据各小组的得分高低，自动对各小组的成绩进行排序，学生可以随时浏览了解各小组得分情况。（成果质量汇总表略）

【反思与分析】：同伴评价实际上是合作学习的一种形式，其重要理论基础就是考卡夫（Kafka, K）最早提出的“群体动力理论”（group dynamics）。通过组内讨论交流，小组评选，学生对自己所写作文的要求与要点以及注意事项都有了大体的印象。老师再利用电子教室选择不同层次代表性的文章当堂点评。对于学生作文中比较容易出现的问题，应讨论出合理化建议并加以纠正，比如时态错误等。如果他们能在写作中出现比较深层次的认识，教师应及时予以表扬，从而培养学生的写作热情，提高评价和欣赏文章的水平。机器阅卷与文字处理软件有助于教师更高效地批改和讲评作业，既能减轻教师负担，又能提高教学效果。师生可建立作业档案和进行其它教学管理。可根据作业档案清楚地了解和分析其学习动态及进步情况，有针对性地进行提高。教师可利用Excel等软件管理学生的成绩，以便形象地再现写作思维活动的过程。Word等文字处理软件可保存每一稿的写作修改，记录写作过程，使创作者对写作这一富于动态感的思维过程有更感性的认识。

六、结语

本节课展示了基于网络进行英语写作探究性学习的模式，它是一个完整的探究学习过程，包括了问题的抛出、查找资料、分析资料、形成结论、交流评

价几个环节，所有的环节在短短的一节课完成，这一在常规课堂中不可能实现的梦想在运用网络教学中成为现实。

笔者经过今年的实践与研究，在“利用网络进行初中英语写作探究性学习”上，取得了一下成效：第一，学生的英语学习的兴趣明显提高；第二，学生的主体意识有较明显的提高；第三，学生的英语能力有较明显的提高；第四，学生的英语作文成绩有明显提高；第五，提高了英语教学质量，为初中英语课堂写作教学改革提供了新的思路。

值得注意的是，在实施方案之前既要重视教师所做的准备工作，也要重视学生进行活动所需要的技能准备，尽可能消除活动中可能出现的无关障碍，保证活动的顺利进行，这一点，在本课中体现的总的还不错，但个别同学还做得欠佳，应加以提高，另外值得注意的一点是，在整合过程中英语教师与信息教师之间要加强配合，教师们可以利用各自的学科优势，承担不同的职责，为学生有效地进行活动提供更多的帮助。

总之，将网络技术引入英语写作教学，以现代写作理论为指导，从重视写作过程的教学思想出发，革新教学手段，才能引起教学观念与方法上的根本改变，从而克服传统教学中的一些缺陷。

参考文献:

1．顾佩娅，苏晓军，1997，Email与英语教学：理论与应用[J]，外语电化教学(1)：17-20。

2．王琦，2000，E-mail与现代英语写作教学[J]，外语电化教学(3)：39-41。

3．胡开杰，吴安萍，2001，EMAILING在英语写作教学中的作用与尝试[J]，南京理工大学学报(社科版)(5)：61-64。

4．顾纪鑫，丁煜，2002，英语写作教学新手段—网上写作实验室[J]，外语电化教学(5)：37-40。

5．顾佩娅，朱敏华，2002，网上英语写作与项目教学法研究[J]，外语电化教学(6)：3-7。

6．刘伟，2000，网上英语写作课件的开发[J]，外语电化教学，(3)：42-44。

7．章国英，胡继岳，2002，网络英语写作课程的设计及应用[J]，中国医学教育技术(4)：240-243。

8．张建伟，卢达溶，2002，关于网络协作探究学习及其影响因素的实证研究[J]，电化教育研究(8)：38-41。

9．顾佩娅，曹岭岚，许可，1999, 漫游INTERNET英语世界—Internet辅助英语教学[M]，上海：上海外语教育出版社。.

第三篇：多媒体网络环境下的高中英语写作教学

多媒体网络环境下的高中英语写作教学

内容摘要

根据新课标，高中英语写作教学越来越重视学生的独立、协作、创新和利用多媒体网络进行交流学习、搜索信息的能力。令我们欣慰的是，现在多媒体网络技术恰好能够满足新课标各个方面的要求。多媒体网络写作教学有许多的优势是传统写作教学无法超越的。在教学过程中，老师能够提供多种多样的刺激材料，并且能够利用多媒体网络平台进行独立搜索、处理材料，他们能够互相交流、讨论作文主题、互相评价作品。然而，多媒体网络写作教学也有它本身的缺点，因此需要我们付出巨大的努力去克服它们，唯有通过这种方式，我们才能得到好的教学效果。

关键词： 多媒体网络

写作教学

信息培养

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.丛春红.新课标下的高中英语写作教学策略[J].英语教育周刊电子版.汪明.(2008).大学英语教学模式的比较研究[J].海南广播电视大学学报.赵丽.网络环境下英语写作教学的优势[J].北京联合大学旅游学院英语旅游文化系.黄云霞.网络及多媒体在高中英语教学中的作用[J].江西新余市第六中学.周玉梅.(2009).浅谈新课标下如何培养学生的英语写作能力[J].延边教育学院学报.刘文艳.(2009).基于多媒体网络环境下的英语写作观点构建[J].兰州学刊.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：网络环境下的大学英语写作教学

网络环境下的大学英语写作教学

【摘 要】英语写作是大学英语教学中非常重要却又容易被忽视的环节，传统教学模式中存在的问题一直没有得到解决。多媒体网络技术的发展和建构主义教学观为大学英语写作教学提供了新的平台和思路。本文笔者试图用建构主义的观点来分析网络技术应用于大学英语写作教学的优势，探讨基于网络的大学英语写作教学新模式。

【关键词】英语写作教学 网络技术 建构主义

【中图分类号】G642 【文献标识码】A 【文章编号】1674-4810（2014）13-0088-02

长期以来，英语写作是大学英语教学中容易被忽视的部分。很多高校没有开设大学英语写作课程，也没有独立的英语写作教材，大部分教师仅是利用读写课程的空余时间讲解写作技巧，布置写作任务。这种“以教师为中心”的英语写作教学方式由于课时有限、大班教学以及教师在批改学生作文时巨大的工作量，在很大程度上制约了写作教学的发展，学生的写作水平得不到提高。因此，进行大学英语写作教学改革，探索大学英语写作教学新模式成为一项刻不容缓的任务。教育部颁发的《大学英语课程教学要求》强调大学英语教学要采用以现代信息技术，特别是网络技术为支撑的新型英语教学模式。这也为大学英语写作的教学提供了新思路。随着网络技术的蓬勃发展，英语写作的教学观念、教学内容和教学方式得到了有力的物质支持。如何实现信息技术与英语写作课程的有效结合，构建网络环境下的大学英语写作教学模式，已成为英语写作教学的迫切需要。

一 网络环境下英语写作教学的理论基础――建构主义

建构主义，其先驱者可追溯至瑞士的皮亚杰。20世纪60年代，皮亚杰最先提出认知建构观。建构主义提倡在教师指导下、以学习者为中心的学习，既强调学习者的认知主体作用，又不忽视教师的指导作用。教师是意义建构的帮助者、促进者，而不是知识的传授者与灌输者。学生是信息加工的主体、是意义的主动建构者，而不是外部刺激的被动接受者和被灌输的对象。建构主义认为，学习者的知识是在一定情境下，借助他人的帮助，如人与人之间的协作、交流、利用必要的信息等，通过意义的建构而获得。理想的学习环境包括情境、协作、交流和意义建构四个部分。与建构主义学习理论以及建构主义学习环境相适应的教学模式为：“以学生为中心，在整个教学过程中由教师起组织者、指导者、帮助者和促进者的作用，利用情境、协作、会话等学习环境要素充分发挥学生的主动性、积极性和首创精神，最终达到使学生有效地实现对当前所学知识的意义建构的目的。”在这种模式中，学生是知识意义的主动建构者；教师是教学过程的组织者、指导者，意义建构的帮助者、促进者；教材所提供的知识不再是教师传授的内容，而是学生主动建构意义的对象；媒体也不再是帮助教师传授知识的手段、方法，而是用来创设情境、进行协作学习和会话交流，即作为学生主动学习、协作式探索的认知工具。

随着网络技术的高速发展，网络教学模式与建构主义对学习环境的要求契合。因此，建构主义学习理论成为网络教学的主要理论基础。

二 网络环境下英语写作教学的优势

1.以学生为中心，调动学生的积极性

网络教学以其新颖的形式和多样化的内容，利用图片、音乐、视频等多种表现形式激发学生的学习热情和积极性。网络环境下不仅能创造逼真的语言环境，而且在写作中将文字、图像、声音和动画结合起来，使写作更加生动、活泼、有感染力。在多媒体网络英语写作教学中，写作学习的重心已由教师转移到了学生。教师起组织、引导和答疑的作用，学生却能充分发挥自己的主动性和首创精神，最终达到使自己有效地实现对当前所学知识进行意义建构的目的。

2.网络多媒体为写作提供丰富的素材

在传统的写作教学模式下，写作任务的材料通常来自课后习题，一方面话题比较陈旧，体现不出时代感；另一方面与学生生活联系不紧密，学生往往缺乏兴趣，写作积极性不高，导致写作质量较差。而在多媒体网络环境下进行写作教学的优势就在于它将丰富多彩的文本、图片、声音、视频等媒体结合在一起，激发学生的写作热情。网络可以为学生提供丰富的写作资源，学生可以从各种英语学习网站上获取大量相关信息，搜集写作素材，积累写作技巧。学生可以利用搜索引擎，如Baidu、Google、有道等轻松地获得许多与写作主题相关的信息。这样，学生可以在写作之前进行充分的知识储备，扩大自己的知识面，深化自己对某一话题的认识，写的时候就会言之有物，有思想深度。通过学习英语写作网站中的优秀范文来拓展他们的知识面，积累写作技巧，从而对写作更有热情，提高自己的英语写作水平。

3.有利于培养学生自主学习的能力

传统的大学英语写作教学模式是：教师讲一个写作技巧之后布置一个作文题目，学生写完之后交上作业，教师最后进行批改。在这种教学模式下，学生处于被动地位，造成学生作文中思想贫乏，表达不流畅，内容空洞。在网络环境下，学生在英语写作教学中的角色由被动的知识接受者向主动的知识建构者转变，成为写作教学的主体。学习过程不再是被动地接受知识，消极地应对写作任务。学生的学习主体意识增强，在写作前的准备阶段，学生利用信息技术，检索大量的信息材料，用于准备写作课堂中的相关话题。在写作课堂的小组讨论活动中，由于前期的积极参与，活动时能更好地融入相关话题，激发更大的学习热情，从而能够积极主动地吸取写作材料中的思想、观点和语言，使语言最大限度地内化为自己的知识。

在写作过程的实践中，学生可以对所吸收到的写作观点及相关的语言表达方式进行整合，增加写作观点，丰富语言表达形式，从而更好地融入写作过程中，体现了以“学习者为中心”的建构主义教学理念。

4.有利于师生互动，提高写作效率

在传统写作教学中，教师批改作文的时间有限，只是简单勾画出语法和表达错误，不能完全传达给学生写作错误的理由，师生缺乏交流，这种情况下学生的写作水平很难得到提高。而网络平台具有实时交流的特点，便于学生之间开展讨论和分享信息。利用电脑可以将写板书的时间大大缩短，增加了师生互动的频率。在老师的指导下，学生之间相互探讨写作技巧，并运用技巧编造句子，这样既活跃了课堂气氛，而且让学生将学到的写作理论运用到实践中。通过网络学生还可以利用QQ、论坛以及新兴的微博和微信等其他交流平台进行写作方面的探讨。这种方式在鼓励学生写作的同时，也增进了师生间的感情。在这种模式下，学生可以自由选择交流的时间、形式以及内容，教师通过这种交流来监控每个学生的写作过程，随时给予必要的指导。这必将会大大提高大学英语写作教学的效率。

三 结束语

建构主义学习理论为基于网络的大学英语写作教学提供了新思路和广阔的空间。基于网络技术的英语写作教学模式为大学英语教学指出了新方向。网络环境下的英语写作教学模式的优势有利于大学生英语写作能力的培养和提高。但是，由于各个学校的现实条件，网络环境只是作为传统写作教学的辅助方式。在探索新的教学模式过程中还有一些潜在问题需要加以考虑：一方面，我们必须看到网络辅助工具的优越性，能有效提高自身的计算机水平和网络应用能力，并提高教学效果；另一方面，由于网络资源质量良莠不齐，因此网络环境下的英语写作教学过程中对于网络资源的选择并不是听任学生无目的地进行网络资源浏览，而是教师有意识有目的指导下学生对于资源的整合、归纳、吸收、运用的过程。

参考文献

[1]刘学思、陆雪芹.网络环境下英语学习策略的缺失与培养[J].湖北工业大学学报，2010（6）

[2]张晓艳.建构主义学习理论与大学英语教学[J].三峡大学学报（人文社会科学版），2006

〔责任编辑：庞远燕〕

第五篇：网络下的写作教学

网络环境下的写作教学初探

写作教学作为语文教学的半壁江山，我很希望它更“妖娆秀美”一些或更“壮丽伟岸”一点。但是，“九年一贯”的传统写作教学方法在九年级的学生看来，再怎么翻新花样，他们也不觉“新鲜”了，他们甚至形成了自己所谓的写作“风格”，几乎刀枪不入了，怎么办呢？这时，一个声音从心底传来：爱他们，就要懂他们。于是，我尝试着开通了他们特别热衷的博客，并把写作教学与博客进行了有效链接和创造性地整合，让我的博客充分为写作教学服务。果然，这一招吸引了他们的写作兴趣，激发了他们的写作热情。渐渐的，他们愿意跟老师交流、看法，愿意跟老师分享成果了。

（一）让博客成为“作文园地”。我把往届毕业生曾在刊物上发表过的《黑巧克力的味道》《我依然铭记》《聆听青春的心曲》等文章放在博客里，分“文章呈现”——“教师点评”——“发表刊物”三部分来呈现，请他们阅读并点评，以激发他们强烈的表达欲望和写作兴趣。如：

【文章呈现】 聆听青春的心曲

山东省利津县第二实验学校刘杰晶

如果说人生是一首悦耳的协奏曲，那么青春必定是其中最动听的乐章。但谁又曾知道：青春的梦有多么遥远……

……

从那以后，许愿瓶里又多了一个心愿：老师，我渴望您信任的目光！【教师点评】

青春，人生的花季。我们拥有多少心愿，多少梦想？小作者以流畅生动的语言，饱满真挚的情感，为我们奏响了三段青春的心曲，表达了渴望父母理解、同学友爱、老师信任的美好心愿。叙事紧扣中心，详略得当。小标题形式，思路清晰，照应题目，引人耳目；多处比喻修辞的运用，使文章韵味无穷。

【发表刊物】本文发表于《新课程》2011年第48期“小荷初露”栏目

榜样的力量是无穷的。当学生为师哥师姐的文笔而惊叹不已时，我告诉他们，你们也行，“功夫不负有心人”嘛！当学生产生了强烈的写作期待，有了“煮饭”的热情，变“押着写”为“自觉写”，那么，“下笔如有神”的境界便不再是幻想了。

（二）让博客成为“虚拟教室”。我把每一次的作文题目提早放在博客上，请同学们阅读并在“评论”里写下自己的设想、感悟或困惑，为作文课上进行思路点拨作准备。下面就是我精心选择的一个话题：

亲爱的同学，欢迎你来到这里！只要你细心研读下面的文字，相信你一定能收获很多，写出更“春天”的作文，老师期待你的精彩！

2010年9月，两名民工男子在嘈杂、凌乱的屋子里翻唱汪峰的《春天里》。沙哑沧桑的声音让这段视频迅速走红网络。“如果有一天，我悄然离去，请把我埋在这春天里……”很多网友都被他们的经历和歌声中的苍凉所触动。“旭日阳刚”的执着和坚持感动了很多人。在鼓励、支持“旭日阳刚”的同时，很多人都在找寻、激励着自己继续追求自己的“春天”。或许每个人都有自己的“春天”，也生活在自己的“春天里”，不管过去、现在，还是未来……

请以“活在春天里”为话题，写一篇文章，文体自选（诗歌除外），不少于600字。这篇作文设计的点击量达到了414，我想：既然要懂他们，那么写作话题的选择就一定要精心，一定要联系学生生活和社会热点，这样，学生才喜欢写作，对写作有所期待！

（三）让博客成为“精神奖台”。我把批改后的学生习作放在博客里，使博客成为一个分享创作成果的平台。有时，我将学生作文中的亮点作分类展示，以便他们取长补短，完善提高，也保护了他们创作的热情和自信！如：

靓丽文题展示——

伴着“痛”的爱（李晨鹏）向日葵没有眼泪（岳桂杰）让“吉祥”回家（刘哲）修剪自己（马瑞）

他曾打折我青春的翅膀（高雪晴）班主任的风花雪月（张阳阳）精彩思路展示——

①对比：通过“我”对青年乞丐和老年乞丐的截然不同的态度对比，突出“我”也有爱心。——张栋杰

②层层铺设：“我”向陌生人寻求帮助，接连两位陌生人拒绝了我，正当我心灰意冷时，一位司机师傅毫不客气地帮助了我。——尚玲燕

③欲扬先抑：先写用三分之一的篇幅写母亲的坚强无比，再通过一件具体典型的事件表现母亲坚强背后的脆弱。——陈元昊 ④双重线索：一边写瓷娃娃的遭遇，一边写我的经历。——岳桂杰

有时，我会将失误作文与满分作文同时放在博客里，让学生进行审题、构思等方面的定点比较阅读；有时，我会将有难度的作文题目给予一定的思路点拨和例文展示，而后让学生进行二次作文……如：

二次作文点拨与指导 网络环境下的写作教学初探 题目：其实，也有

【思路点拨】这是一个典型的波澜式半命题作文。

首先要审出半命题本身的暗含信息或关键字眼。可采用“省略比较法”如去掉“其实”，题目变为“也有”，与原题目比较，会发现，“其实”表现的是一个认知变化的过程，文章要体现出这个变化。“也有”与“有”做一比较，会发现“也”表明通常认为没有或难以发现或难以体会的性情、道理、特点等，而你发现或体会到了。拟题本身要符合“难以发现或体会”这一特点。如“其实，苦中也有甜”“其实，乐天派也有烦恼”“其实，熟悉的地方也有风景”“其实，野百合也有春天”等。而““其实，小巷中也有爱”“其实，风雨也有停驻时”“其实，动物也有爱”等不符合题目立意。这样看来，半命题本身已经确定了文章的写作思路是先做“没有”的铺垫——经历事件后（可两件），认识转变——揭示主旨，升华感情。审好题目，也就审出了思路。拟好题目，也就确定了中心。因此，要舍得在审题上花力气。

《语文课程标准》写作教学建议指出：积极合理利用信息技术与网络的优势，丰富写作形式，激发写作兴趣，增加学生创造性表达、展示交流与互相评改的机会。我想，充分利用博客，为写作教学搭建广阔的舞台，为作文展示提供生动的园地，最大限度地激发学生的写作兴趣和潜质，不失为一种有益的尝试！

网络环境下小学生作文教学模式的探索

摘要：以多媒体计算机和网络技术为核心的信息技术在作文教学中的广泛应用，正悄然引发作文教学的深刻变革。本文试从网络环境下作文教学的优势、教学过程实施的策略等方面入手探究，网络环境下作文教学模式。

关键词：网络环境作文教学探索思考

随着多媒体技术、网络技术的迅速发展，多媒体计算机网络的教育应用已成为现代教育改革的重要内容之一。以多媒体和网络技术为核心的现代信息技术在教学中的广泛应用，正在悄然引发作文教学的深刻变革。

一、网络环境下高年级作文教学优势多

在小学教学中写作能力的培养是基本的语文能力之一，是语文诸项能力中至关重要的一项，是语文水平的综合体现。对学生来说，写作能力的获得要比阅读和听说能力的获得难度更大些，因此应当十分重视学做能力训练。利用网络资源进行作文教学可以弥补传统教学的不足。

1.网络进课堂，让作文课充满生趣。多媒体的声、光、色、形等特性及其教材的生动性、形象性、真实性，创设了教学情境，为学生提供动感。从学生认知规律看，写作中尤其重要的是改的过程，是思维的过程，是锤炼的过程，是“悟”的过程。因而在教学中通过生动、形象、具体的修改过程引导学生形成清晰表象，丰富感性知识，从而发展认知能力。教师可以通过互联网查找各种有关作文课的声音、图像、视频以活跃课堂气氛，激起了学生说的兴趣，为学生打开语言创造条件，让他们想说、敢说。

2.媒体网络的利用为收集信息材料、增加资源提供了广度。网络作文教学的研究，不仅对教学过程的研究，也是对学习资源、学习环境的设计、开发、利用、管理和评价的研究，二者相辅相成。

3.网上作文资源有助于扩展学生的阅读范围。通过网络为学生提供更丰富的网络和生活素材。电教媒体正是创设真实情境的最有效工具。网络环境以其开放性、交互性强的特点，为学生的主体性发展创设了广阔的空间。在作文教学中，学生借助网络提供的丰富学习资源，自主选择图形、图像和文字等素材，自己通过观察、想象、表达和评改，达到多向交流的目的。

二、网络环境下学生作文教学的实施过程 作文教学专题网站的建设，网络作文教学实施的前提是专题学习网站的设计、开发。网站的设计制作要满足学生学习的需要，页面的设置必须有良好的交互性，可供学生自主选择学习内容。教师把各种教学内容制作成Web 网页，组成Web 网站，存放到Web 服务器上。利用www 浏览器，学生上课时在专题学习网站和Internet 网上获得所需要的信息和进行网上交流。网页的设置按照写人、记事、写景、状物、应用文等五类作文分为“作文目标”“素材超市”“拓展导航”“萌芽园地”和“交流天地”等栏目进行设计。

1.作文目标”设计网络作文教学目标的确立，除了常规作文目标之外，还包括以下内容：（1）能从Internet 网和专题学习网站上获取所需的写作素材；（2）能对收集到的写作素材进行剪切、粘贴、整理；（3）通过计算机输入，在“萌芽园地”提交自己的习作；（4）通过“交流天地”相互评改、交流习作。

2.素材超市”设计我们在“素材超市”运用超文本方式把文字、声音、图片、视频、动画等信息链接在一起，构成一个超媒体系统。学生可按照作文教学内容及要求，根据自己的兴趣和爱好自主选择素材欣赏，同时酝酿如何表达。比如学生要写一种可爱的小动物，那么，“素材超市”中可提供多种动物的图片资料、文字资料（动物介绍）、外形及生活习性的录像资料等。学生可自由反复点击所选对象进行观看，从中获得翔实的写作素材。

3.拓展导航”设计学生拥有了丰富的写作素材之后，要把习作完成好，这就需要教师和网络提供导航。在这一版块中我们按照各类作文设计了“好词妙句连编”“优秀范文欣赏”“迷津指点”和“链接网站”。

4.萌芽园地”设计网络作文教学的最终目的是学生能够通过教学支撑平台———“萌芽园地”完成自己的表达。学生通过在线选材、在线构思后，把自己要表达的内容通过“萌芽园地”来完成。学生可借助在线求助得到教师的指导，同时教师也可利用一定的反馈了解学生写作的信息，有针对性地进行指导。

网络环境下作文教学的核心是学生利用网络自主获取信息、自主作文、自主评改，最终实现自主发展的目标。将现代信息技术应用到作文实践中，为学生搭建相互学习、相互交流的平台，便于共享和修改。整节课教师的主导作用，学生的主体作用充分体现。这有利于提高学生的鉴赏、审美水平和写作水平。

参考文献： 1.关文信主编.新课程理念与课堂教学行为策略丛书《新课程理念与小学语文课堂教学实施》———首都师范大学出版社

2.谢海龙.《网络作文教学模式的研究与实践》.《电化教育研究》.2003年（1）3.高婉荣《多媒体网络环境下新型作文教学模式初探》《中国电化教育》.2002年（3）4.沈静《学生主体网络作文讲评教学模式的初步研究》《北京电化教育》.2001年（1）作者单位：山东省枣庄市市中区实验小学