合理组织计算机辅助语言教学
发布时间：2021-10-19 06:04
计算机辅助语言学习是一门相对较新的学科，尤其在近几年发展迅速，受到了越来越多语言工作者的关注。作为一门年轻的学科，计算机辅助语言教学主要是在一定的语言学和心理学的理论基础之上，利用计算机和信息技术辅助、推进外语教学活动。近些年来，有很多语言工作者在此领域开展了一系列的研究工作。然而普通的英语教师和英语学习者在面对形式众多的计算机辅助语言学习教学活动时，往往不知所措——不知道哪一种更适合自己、效果更好。面对目前的这种状况，作者撰写本论文主要有3个目的：（1）使广大英语教师和英语学习者更清楚的了解计算机辅助语言学习这个学科；（2）对组织计算机辅助语言学习教学活动，提出作者自己的观点和建议；（3）提出一个相对系统的评价系统，去评价现有的计算机辅助语言教学活动。 本文首先回顾了计算机辅助教学的发展历史，总结了该学科特有的特点，从而可以使读者对改学科能有一个比较全面、深刻的认识与了解。然后在第二章，文章对现有的计算机辅助教学的形式就行了分类总结，并加以分析。在此基础之上，论文的主体部分提出了作者对如何组织有效的计算机辅助教学的建议。在此部分，文章通过作者提出的对语言学习的3个分类标准，依次...
【文章来源】：东华大学上海市 211工程院校 教育部直属院校
【文章页数】：93 页
【学位级别】：硕士
【文章目录】：
ACKNOWLEDGEMENTS
CONTENTS
ABSTRACT
内容提要
Chapter 1 A General View of CALL
1.1 Introduction
1.2 The History of CALL
1.2.1 CALL in the 1960s and 1970s
1.2.2 CALL in the 1980s
1.2.3 CALL in the 1990s
1.3 The Nature of CALL
1.3.1 Psychology
1.3.2 Linguistics
1.3.3 Artificial Intelligence
1.3.4 Computational Linguistics
1.3.5 Instructional Technology and Design
1.3.6 Human-Computer Interaction
Chapter 2 Three Major Forms of CALL
2.1 Application of CALL Software Programs
2.2 Network-Based Language Learning
2.3 Network as Communicative Tool in CALL Activity
Chapter 3 The Appropriate Organization of CALL
3.1 The Necessities of Introducing CALL into Language Classroom
3.1.1 Pattern Drills and Tests in Interesting Ways
3.1.2 A Rich Resource for Materials
3.1.3 Learner-Centered Learning
3.1.4 Interaction
3.2 The Appropriate Organization of CALL Activity
3.2.1 Organizing CALL According to Learners' Language Level
3.2.2 Organizing CALL According to Learners' Learning Purpose
3.2.3 Organizing CALL According to Learning Environment
3.3 Summary
Chapter 4 Evaluation of CALL
4.1 Evaluating CALL Software from Computer Technological Aspect
4.2 Evaluating CALL Software from Learning Psychology Aspect
4.2.1 Features of CALL Software Programs Based on Behaviorism
4.2.2 Features of CALL Software Programs Based on Cognitive Psychology
4.2.3 Features of CALL Software Programs Based on Constructivism
4.3 Evaluating CALL Software from Language Learning Aspect
4.4 Suggestions on CALL Software Programs Selection
Chapter 5 Conclusion
APPENDIX:
Ⅰ Questionnaire for students taking a CALL course
Ⅱ Questionnaire Analysis
BIBLIOGRAPHY
本文编号：3444296
【文章来源】：东华大学上海市 211工程院校 教育部直属院校
【文章页数】：93 页
【学位级别】：硕士
【文章目录】：
ACKNOWLEDGEMENTS
CONTENTS
ABSTRACT
内容提要
Chapter 1 A General View of CALL
1.1 Introduction
1.2 The History of CALL
1.2.1 CALL in the 1960s and 1970s
1.2.2 CALL in the 1980s
1.2.3 CALL in the 1990s
1.3 The Nature of CALL
1.3.1 Psychology
1.3.2 Linguistics
1.3.3 Artificial Intelligence
1.3.4 Computational Linguistics
1.3.5 Instructional Technology and Design
1.3.6 Human-Computer Interaction
Chapter 2 Three Major Forms of CALL
2.1 Application of CALL Software Programs
2.2 Network-Based Language Learning
2.3 Network as Communicative Tool in CALL Activity
Chapter 3 The Appropriate Organization of CALL
3.1 The Necessities of Introducing CALL into Language Classroom
3.1.1 Pattern Drills and Tests in Interesting Ways
3.1.2 A Rich Resource for Materials
3.1.3 Learner-Centered Learning
3.1.4 Interaction
3.2 The Appropriate Organization of CALL Activity
3.2.1 Organizing CALL According to Learners' Language Level
3.2.2 Organizing CALL According to Learners' Learning Purpose
3.2.3 Organizing CALL According to Learning Environment
3.3 Summary
Chapter 4 Evaluation of CALL
4.1 Evaluating CALL Software from Computer Technological Aspect
4.2 Evaluating CALL Software from Learning Psychology Aspect
4.2.1 Features of CALL Software Programs Based on Behaviorism
4.2.2 Features of CALL Software Programs Based on Cognitive Psychology
4.2.3 Features of CALL Software Programs Based on Constructivism
4.3 Evaluating CALL Software from Language Learning Aspect
4.4 Suggestions on CALL Software Programs Selection
Chapter 5 Conclusion
APPENDIX:
Ⅰ Questionnaire for students taking a CALL course
Ⅱ Questionnaire Analysis
BIBLIOGRAPHY
本文编号：3444296
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