北京第二外国语学院学报 ›› 2019, Vol. 41 ›› Issue (4): 116-128.DOI: 10.12002/j.bisu.235

• 外语教学研究 • 上一篇    下一篇

大学英语阅读网络学习共同体的建构与实施——以某高校大学英语后续课程为案例

亓明俊1,王雪梅2   

  1. 1 上海工程技术大学外国语学院,210620
    2 上海外国语大学,博士生导师,200083
  • 收稿日期:2018-03-26 出版日期:2019-08-15 发布日期:2019-11-27
  • 作者简介:亓明俊,上海工程技术大学外国语学院,210620,研究方向:外语教育与教师专业发展,电子邮箱:bettyqmj@163.com;|王雪梅,上海外国语大学教授,博士生导师,200083,研究方向:外语教育与教师专业发展,电子邮箱:wxm97@126.com
  • 基金资助:
    本研究为教育部人文社科青年基金项目“高校外语教师网络学术共同体理论与实践研究”(项目编号:18YJC740087);上海市2019年哲学社会科学项目“全球胜任力视域下上海大中小学外语教育规划研究”(项目编号:2019BYY017);上海市2017年教育科学研究项目“高校外语生态化网络教学空间建构”(项目编号:C17113);上海外国语大学重大科研项目“传承与创新视角下的上外人才培养研究”(项目编号:2017114003);上海外国语大学导师学术引领计划项目“高校外语教师情感能力研究”(项目编号:2017011)的阶段性成果

Construction and Implementation of Online Learning Community for College English Reading Class —A Case Study of Follow-up College English Course

Mingjun Qi1,Xuemei Wang2   

  1. 1. School of Foreign Languages, Shanghai University of Engineering Science, Shanghai 201620, China
    2. Academic Affairs Office, Shanghai International Studies University, Shanghai 200083, China
  • Received:2018-03-26 Online:2019-08-15 Published:2019-11-27

摘要:

学习共同体已经成为一种新的学习方式,网络学习共同体为大学英语阅读提供了新的思路。本文以建构主义、联通主义为理论视角,针对网络环境下的大学英语阅读课程进行理论和实践上的探索,建构大学英语阅读网络学习共同体模型;同时,以某高校大学英语后续课程为案例,探讨阅读网络学习共同体的建构与实施中的选材、加工、共享和反思等具体问题,运用实证数据说明该学习共同体模型有助于学生提升阅读素养,培养其自主学习、合作学习等能力,希望能为大学英语后续课程改革提供借鉴。

关键词: 网络学习共同体; 自主学习; 大学英语四级考试; 大学英语后续课程

Abstract:

Learning community has become a new way of learning, and online learning community provides a new approach for college English reading. Based on the theories of constructivism and connectivism, the study explores college English reading course both in theory and in practice. A model of online learning community for college English reading class was firstly proposed, and then implemented in pedagogical practice for one semester among a college English teacher and the students who had passed CET 4. The teacher first instructed the students to collect and select suitable learning materials on the Internet. Then, the students divided their work, read the selected materials in depth and made slides to assist with their oral presentation in class. At the stage of class report, the teacher guided the students to interact and share with each other their thoughts and encouraged them to reflect upon their own reading habit, thus laying foundation for further study. Students’ feedback reflected a certain degree of improvement in terms of learner autonomy and cooperation, proving the validity and effectiveness of the model proposed. This study provides a useful reference for the follow-up college English curriculum reform.

Keywords: online learning community; learner autonomy; CET-4; follow-up college English curriculum

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