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摘 要信息技术的发展和数字改革的兴起使声音、图片和动画兼有的多媒体教学为当前初中英语教学所采纳，逐渐取代了不能满足信息、数字和网络时代需求的传统教学模式。本文探讨了互联网环境对中学生英语学习模式的影响，以网络为基础的英语学习的特点，和网络环境下中学生英语学习的3种新模式：自主性学习模式、协作性学习模式和基于网络环境下的评价性学习模式的优缺点，研究发现网络提供了符合中学生英语学习特征的环境条件，以网络为辅助手段的学习环境能促使新的语言学习模式的出现。将互联网融合于中学生的英语学习中，对中学生英语学习有一定帮助作用。34232
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毕业论文关键词：英语学习模式；自主性学习模式；协作性学习模式；评价性学习模式
Abstract In recent years, with the take-off of information technology and digital revolution，the network multimedia teaching which integrates sounds, photographs and animation has been accepted by most of the English teaching in the middle school．It gradually replaced the traditional education that cannot satisfy the demands of the wide cross-section of the information, digital and network times. This study mainly discusses the influence of web-based learning, the characteristics of web-based English learning modes, and changes in English learning modes under web-based circumstances. What is more, the advantages and disadvantages of those three web-based English learning modes: the autonomous learning mode, the collaborative learning mode, and the formative evaluation. The study shows that the Internet, as the auxiliary means of English learning has become an important way to broaden students’ knowledge vision. The web-based environments can promote the adventure of the new English learning modes. The integration of the Internet with middle school students’ English learning can help students greatly with their English learning.
Key words: English learning modes; the autonomous learning mode; the collaborative learning mode; the formative evaluation
The Changes of Internet-based English Learning Modes in Middle Schools
Contents
摘 要 i
Abstract ii
I. Introduction 1
II. The Web-based Learning and Its Influence on English Learning Modes 2
2.1The Definition of Web-based Learning 2
2.2 The Characteristics of Web-based Learning 3
2.3 The Significance of the Web-based English Learning in the Middle School 4
III. The New English Learning Modes Based on Internet 5
3.1 The Autonomous Learning Mode 5
3.2 The Collaborative Learning Mode 7
3.3 The Web-based Formative Evaluation 8
IV. The Evaluation of the Web-based English Learning Modes 10
4.1 The Evaluation of the Autonomous English Learning Mode 10
4.2 The Evaluation of the Collaborative English Learning Mode 11
4.3 The Evaluation of the Web-based English Formative Evaluation 12
IV. Conclusion 14
Bibliography 16
Acknowledgments 17
I. Introduction
With the coming of the information age, our country’s education is faced with brand-new challenges and impediments. Traditional education cannot meet the requests of the informationalized, digitalized society. Therefore, a necessary reform which relates to teaching plan, teaching mode and teaching applicants and so on has started with a whimper rather than a bang. The application of web-based learning methods to English learning in the middle school has been underway for years. In a class, a teacher can use teaching aids to facilitate their instruction objectives. The using of PPT to demonstrate picture, music and video can make their class more vividly and lively, obviously, which can draw their students’ attention on the class and thus high learning efficiency will be brought into the class. After the class, students can capitalize on internet to search for the learning resources they need. In view of this phenomenon, tons of learning modes have popped out. Clearly, this will facilitate the teacher and improve students’ learning efficiency.