第一篇：網絡下的寫作教學

網絡環境下的寫作教學初探

寫作教學作為語文教學的半壁江山，我很希望它更“妖嬈秀美”一些或更“壯麗偉岸”一點。但是，“九年一貫”的傳統寫作教學方法在九年級的學生看來，再怎么翻新花樣，他們也不覺“新鮮”了，他們甚至形成了自己所謂的寫作“風格”，幾乎刀槍不入了，怎么辦呢？這時，一個聲音從心底傳來：愛他們，就要懂他們。于是，我嘗試著開通了他們特別熱衷的博客，并把寫作教學與博客進行了有效鏈接和創造性地整合，讓我的博客充分為寫作教學服務。果然，這一招吸引了他們的寫作興趣，激發了他們的寫作熱情。漸漸的，他們愿意跟老師交流、看法，愿意跟老師分享成果了。

（一）讓博客成為“作文園地”。我把往屆畢業生曾在刊物上發表過的《黑巧克力的味道》《我依然銘記》《聆聽青春的心曲》等文章放在博客里，分“文章呈現”——“教師點評”——“發表刊物”三部分來呈現，請他們閱讀并點評，以激發他們強烈的表達欲望和寫作興趣。如：

【文章呈現】 聆聽青春的心曲

山東省利津縣第二實驗學校劉杰晶

如果說人生是一首悅耳的協奏曲，那么青春必定是其中最動聽的樂章。但誰又曾知道：青春的夢有多么遙遠……

……

從那以后，許愿瓶里又多了一個心愿：老師，我渴望您信任的目光！【教師點評】

青春，人生的花季。我們擁有多少心愿，多少夢想？小作者以流暢生動的語言，飽滿真摯的情感，為我們奏響了三段青春的心曲，表達了渴望父母理解、同學友愛、老師信任的美好心愿。敘事緊扣中心，詳略得當。小標題形式，思路清晰，照應題目，引人耳目；多處比喻修辭的運用，使文章韻味無窮。

【發表刊物】本文發表于《新課程》2011年第48期“小荷初露”欄目

榜樣的力量是無窮的。當學生為師哥師姐的文筆而驚嘆不已時，我告訴他們，你們也行，“功夫不負有心人”嘛！當學生產生了強烈的寫作期待，有了“煮飯”的熱情，變“押著寫”為“自覺寫”，那么，“下筆如有神”的境界便不再是幻想了。

（二）讓博客成為“虛擬教室”。我把每一次的作文題目提早放在博客上，請同學們閱讀并在“評論”里寫下自己的設想、感悟或困惑，為作文課上進行思路點撥作準備。下面就是我精心選擇的一個話題：

親愛的同學，歡迎你來到這里！只要你細心研讀下面的文字，相信你一定能收獲很多，寫出更“春天”的作文，老師期待你的精彩！

2010年9月，兩名民工男子在嘈雜、凌亂的屋子里翻唱汪峰的《春天里》。沙啞滄桑的聲音讓這段視頻迅速走紅網絡。“如果有一天，我悄然離去，請把我埋在這春天里……”很多網友都被他們的經歷和歌聲中的蒼涼所觸動。“旭日陽剛”的執著和堅持感動了很多人。在鼓勵、支持“旭日陽剛”的同時，很多人都在找尋、激勵著自己繼續追求自己的“春天”。或許每個人都有自己的“春天”，也生活在自己的“春天里”，不管過去、現在，還是未來……

請以“活在春天里”為話題，寫一篇文章，文體自選（詩歌除外），不少于600字。這篇作文設計的點擊量達到了414，我想：既然要懂他們，那么寫作話題的選擇就一定要精心，一定要聯系學生生活和社會熱點，這樣，學生才喜歡寫作，對寫作有所期待！

（三）讓博客成為“精神獎臺”。我把批改后的學生習作放在博客里，使博客成為一個分享創作成果的平臺。有時，我將學生作文中的亮點作分類展示，以便他們取長補短，完善提高，也保護了他們創作的熱情和自信！如：

靚麗文題展示——

伴著“痛”的愛（李晨鵬）向日葵沒有眼淚（岳桂杰）讓“吉祥”回家（劉哲）修剪自己（馬瑞）

他曾打折我青春的翅膀（高雪晴）班主任的風花雪月（張陽陽）精彩思路展示——

①對比：通過“我”對青年乞丐和老年乞丐的截然不同的態度對比，突出“我”也有愛心。——張棟杰

②層層鋪設：“我”向陌生人尋求幫助，接連兩位陌生人拒絕了我，正當我心灰意冷時，一位司機師傅毫不客氣地幫助了我。——尚玲燕

③欲揚先抑：先寫用三分之一的篇幅寫母親的堅強無比，再通過一件具體典型的事件表現母親堅強背后的脆弱。——陳元昊 ④雙重線索：一邊寫瓷娃娃的遭遇，一邊寫我的經歷。——岳桂杰

有時，我會將失誤作文與滿分作文同時放在博客里，讓學生進行審題、構思等方面的定點比較閱讀；有時，我會將有難度的作文題目給予一定的思路點撥和例文展示，而后讓學生進行二次作文……如：

二次作文點撥與指導 網絡環境下的寫作教學初探 題目：其實，也有

【思路點撥】這是一個典型的波瀾式半命題作文。

首先要審出半命題本身的暗含信息或關鍵字眼。可采用“省略比較法”如去掉“其實”，題目變為“也有”，與原題目比較，會發現，“其實”表現的是一個認知變化的過程，文章要體現出這個變化。“也有”與“有”做一比較，會發現“也”表明通常認為沒有或難以發現或難以體會的性情、道理、特點等，而你發現或體會到了。擬題本身要符合“難以發現或體會”這一特點。如“其實，苦中也有甜”“其實，樂天派也有煩惱”“其實，熟悉的地方也有風景”“其實，野百合也有春天”等。而““其實，小巷中也有愛”“其實，風雨也有停駐時”“其實，動物也有愛”等不符合題目立意。這樣看來，半命題本身已經確定了文章的寫作思路是先做“沒有”的鋪墊——經歷事件后（可兩件），認識轉變——揭示主旨，升華感情。審好題目，也就審出了思路。擬好題目，也就確定了中心。因此，要舍得在審題上花力氣。

《語文課程標準》寫作教學建議指出：積極合理利用信息技術與網絡的優勢，豐富寫作形式，激發寫作興趣，增加學生創造性表達、展示交流與互相評改的機會。我想，充分利用博客，為寫作教學搭建廣闊的舞臺，為作文展示提供生動的園地，最大限度地激發學生的寫作興趣和潛質，不失為一種有益的嘗試！

網絡環境下小學生作文教學模式的探索

摘要：以多媒體計算機和網絡技術為核心的信息技術在作文教學中的廣泛應用，正悄然引發作文教學的深刻變革。本文試從網絡環境下作文教學的優勢、教學過程實施的策略等方面入手探究，網絡環境下作文教學模式。

關鍵詞：網絡環境作文教學探索思考

隨著多媒體技術、網絡技術的迅速發展，多媒體計算機網絡的教育應用已成為現代教育改革的重要內容之一。以多媒體和網絡技術為核心的現代信息技術在教學中的廣泛應用，正在悄然引發作文教學的深刻變革。

一、網絡環境下高年級作文教學優勢多

在小學教學中寫作能力的培養是基本的語文能力之一，是語文諸項能力中至關重要的一項，是語文水平的綜合體現。對學生來說，寫作能力的獲得要比閱讀和聽說能力的獲得難度更大些，因此應當十分重視學做能力訓練。利用網絡資源進行作文教學可以彌補傳統教學的不足。

1.網絡進課堂，讓作文課充滿生趣。多媒體的聲、光、色、形等特性及其教材的生動性、形象性、真實性，創設了教學情境，為學生提供動感。從學生認知規律看，寫作中尤其重要的是改的過程，是思維的過程，是錘煉的過程，是“悟”的過程。因而在教學中通過生動、形象、具體的修改過程引導學生形成清晰表象，豐富感性知識，從而發展認知能力。教師可以通過互聯網查找各種有關作文課的聲音、圖像、視頻以活躍課堂氣氛，激起了學生說的興趣，為學生打開語言創造條件，讓他們想說、敢說。

2.媒體網絡的利用為收集信息材料、增加資源提供了廣度。網絡作文教學的研究，不僅對教學過程的研究，也是對學習資源、學習環境的設計、開發、利用、管理和評價的研究，二者相輔相成。

3.網上作文資源有助于擴展學生的閱讀范圍。通過網絡為學生提供更豐富的網絡和生活素材。電教媒體正是創設真實情境的最有效工具。網絡環境以其開放性、交互性強的特點，為學生的主體性發展創設了廣闊的空間。在作文教學中，學生借助網絡提供的豐富學習資源，自主選擇圖形、圖像和文字等素材，自己通過觀察、想象、表達和評改，達到多向交流的目的。

二、網絡環境下學生作文教學的實施過程 作文教學專題網站的建設，網絡作文教學實施的前提是專題學習網站的設計、開發。網站的設計制作要滿足學生學習的需要，頁面的設置必須有良好的交互性，可供學生自主選擇學習內容。教師把各種教學內容制作成Web 網頁，組成Web 網站，存放到Web 服務器上。利用www 瀏覽器，學生上課時在專題學習網站和Internet 網上獲得所需要的信息和進行網上交流。網頁的設置按照寫人、記事、寫景、狀物、應用文等五類作文分為“作文目標”“素材超市”“拓展導航”“萌芽園地”和“交流天地”等欄目進行設計。

1.作文目標”設計網絡作文教學目標的確立，除了常規作文目標之外，還包括以下內容：（1）能從Internet 網和專題學習網站上獲取所需的寫作素材；（2）能對收集到的寫作素材進行剪切、粘貼、整理；（3）通過計算機輸入，在“萌芽園地”提交自己的習作；（4）通過“交流天地”相互評改、交流習作。

2.素材超市”設計我們在“素材超市”運用超文本方式把文字、聲音、圖片、視頻、動畫等信息鏈接在一起，構成一個超媒體系統。學生可按照作文教學內容及要求，根據自己的興趣和愛好自主選擇素材欣賞，同時醞釀如何表達。比如學生要寫一種可愛的小動物，那么，“素材超市”中可提供多種動物的圖片資料、文字資料（動物介紹）、外形及生活習性的錄像資料等。學生可自由反復點擊所選對象進行觀看，從中獲得翔實的寫作素材。

3.拓展導航”設計學生擁有了豐富的寫作素材之后，要把習作完成好，這就需要教師和網絡提供導航。在這一版塊中我們按照各類作文設計了“好詞妙句連編”“優秀范文欣賞”“迷津指點”和“鏈接網站”。

4.萌芽園地”設計網絡作文教學的最終目的是學生能夠通過教學支撐平臺———“萌芽園地”完成自己的表達。學生通過在線選材、在線構思后，把自己要表達的內容通過“萌芽園地”來完成。學生可借助在線求助得到教師的指導，同時教師也可利用一定的反饋了解學生寫作的信息，有針對性地進行指導。

網絡環境下作文教學的核心是學生利用網絡自主獲取信息、自主作文、自主評改，最終實現自主發展的目標。將現代信息技術應用到作文實踐中，為學生搭建相互學習、相互交流的平臺，便于共享和修改。整節課教師的主導作用，學生的主體作用充分體現。這有利于提高學生的鑒賞、審美水平和寫作水平。

參考文獻： 1.關文信主編.新課程理念與課堂教學行為策略叢書《新課程理念與小學語文課堂教學實施》———首都師范大學出版社

2.謝海龍.《網絡作文教學模式的研究與實踐》.《電化教育研究》.2003年（1）3.高婉榮《多媒體網絡環境下新型作文教學模式初探》《中國電化教育》.2002年（3）4.沈靜《學生主體網絡作文講評教學模式的初步研究》《北京電化教育》.2001年（1）作者單位：山東省棗莊市市中區實驗小學

第二篇：網絡環境下初中英語寫作教學案例

網絡環境下初中英語寫作探究性教學案例

設 計 緣 起

“網絡環境下進行教學”是我國面向21世紀基礎教育教學改革的新視點。如今網絡資源越來越豐富，為學生的學習提供了大量的資源。網絡時代不僅為英語寫作教學帶來了新的挑戰，同時又為其提供了全新的思路和手段。作為計算機輔助英語教學的重要組成部分，網絡輔助英語寫作教學與傳統寫作教學相比，具有顯而易見的優勢：

1、體現信息獲得和反饋的便捷性，2、體現學生訓練寫作的主體性。

3、體現學生嘗試寫作的積極性

4、體現學生參與寫作的創造性。

5、體現教學資源的豐富性

近年來，我國的英語教師紛紛仿效國外網絡輔助寫作教學的成功范例，在自己的課堂進行嘗試，取得了實效。如顧佩婭等(1997)、王琦(2000)和胡開杰等(2001)利用電子郵件提高學生英語寫作水平，過小寧(2002)、顧紀鑫等(2002)利用網上寫作實驗室，顧佩婭等(2002)進行了網上英語寫作與項目教學法的試驗，劉偉(2000)、章國英等(2002)設計了網絡英語寫作課件或課程。顯然，這些開拓性實踐證明了網絡輔助英語寫作教學的可行性和優勢地位。

案 例 綜 述

一、Teaching content（教學內容）

以譯林出版社的《牛津初中英語》九年級Unit5(Films)Reading

“Hollywoods all-time best—Audrey Hepburn”話題為背景，根據寫作要求提示，組織材料，寫一篇自己喜愛的明星傳記（介紹）。

二、Teaching aims（教學目標）

1.寫作技能目標：

在學習“Unit5(Films)”之后，學生通過理解與把握“ Hollywood’s all-time best—Audrey Hepburn”這篇人物傳記，掌握用英文寫簡易人物傳記（介紹）的基本技能。

2.學習策略目標：

（1）利用信息技術在網上瀏覽、欣賞眾多圖文并茂電影明星人物傳記，并通過學生自主、合作、探究學習方式來仿寫自己喜愛的電影明星傳記。

（2）培養學生信息搜索、處理、加工的能力及創造能力。與此同時，大量接觸與英語有關的電影題材，閱讀有關材料，討論相關話題，使學生鞏固課文中所學到的有關詞匯，學到更多詞匯，并得到大量的聽、說、讀、寫個方面的語言實踐機會。促進寫作水平的提高。

3.個體情感目標：

在小組協作學習中體會到相互協作的重要性，以及樂于使用計算機網絡進行網上英語寫作學習和交流，同時加強情感溝通。

三、Difficult and important points(教學重點與難點)

1.如何做好閱讀與寫作的銜接。

2.對學生仿寫傳記的評論與評價。

四、電教設計：

運用新課改的理念，把信息技術與英語寫作教學進行合理有效整合，為學生積極主動的學習營造一個極好的心理場，從而調動學生多種感官參與學習，力求使視、聽、講、思、練有機地組成一個既能傳授知識、培養能力，又能陶冶學生的情操，培養學生感知美、理解美、鑒賞美、創造美的動態功能系統。

五、Teaching Methods（教學方法）：

在多媒體網絡教室，以學習小組為單位，把電腦擺成橢圓形，便于交流、合作。

環節一：拋出問題。

教師通過電腦多媒體課件播放電影配樂、電視明星劇照、圖文并茂電影明星人物傳記、精彩的電影剪接等，邊播放邊向同學提出相應問題，檢查學生對所播內容了解程度，并借機鼓勵學生對他們不了解的內容進行探索。播放之后，教師通過多媒體教學網絡向學生呈現教學內容、介紹文體格式，簡述寫作方法、技巧、提出字數要求等。

【反思與分析】：人本主義心理學認為語言學習的過程中激發情感因素可提高學習效率。網絡輔助寫作教學可激發學生的學習興趣和主動性，增強其社會意識和成功的自信心，為其提供表現個性特點的園地，使情感與認知有機結合起來，有助于素質教育。多媒體技術集圖像、聲音、文字、動畫和數值于一體，作文命題或講評形式更為直觀，給學生提供多方位的感官刺激，這符合行為主義理論。在英語寫作教學中，對于大多數學生而言，英語寫作不輕松，也比較乏味。在每課開始時利用學生極感興趣的精彩視頻、唯美圖片，創設“美”的情景，使學生耳目一新，既活躍了課堂氣氛，拓展了學生的思維，又激發學生學習興趣，這些易于理解的材料通過大腦輸入，為下一步的寫作做好了感性材料的準備。為英語寫作打下了良好的基礎。

環節二：查找資料。

學生通過本課專題網站、校園網以及各種搜索引擎進行資料收集：瀏覽網頁、下載資料、閱讀大量資料（教師進行適時指導）。先以學習小組為單位，由小組長組織組員進行協商討論有關話題，交流觀點，挖掘主題內容，查閱生詞、詞組，補充有關信息等，以便進一步完善或拓展其寫作思路。爾后各自行動、搜索、查閱、收集相關史料、斟酌腹稿、為形成電子稿作鋪墊。

【反思與分析】：建構主義學習理論認為學習是學習者在一定社會文化背景下，借助外界幫助，主動建構獲得知識的過程。現代寫作理論認為寫作是一種認知活動。因特網可幫助學習者更快地學會研究性學習，培養其自學能力、合作能力、獨立解決問題的能力，拓展其思路，激發其創作靈感。因特網是英

語學習的資料寶庫，網上書面交流可提供大量真實貼切的、學生可理解的語言學習材料。同時還可使作文內容更貼近生活，使學生更關注社會。在多媒體的支持下，借助聲音和圖像的真實呈現，學生可以身臨其境地接觸到真實的寫作素材，并與之進行有意義的互動，學生全方位親身體驗英語，實現語言學習和語言運用的緊密結合。

環節三：整理資料 形成成果。

學生對所獲得的資料進行分析、小組成員分工進行文字創作、圖片編輯或網頁制作，形成作品：1獨立寫作(independent construction)：根據自探過程中在網上搜索、收集的相關視頻、圖片、文字等資料，通過小組討論結果，小組成員每人進行實際的創作，包括編寫提綱、打草稿等寫作過程。在這個過程中，有困難可求助于網絡、組員或老師，但不能抄襲他人成果。

2、伙伴編輯(peer editing)：根據教師呈現的簡要修改策略，學生閱讀全文，并做必要的擴充、刪節。每個組員依次評改其他三位組員的作文，并標注出好詞、好句、好段，最后定稿。

【反思與分析】： 文字處理軟件幫助學生更快、更好、更自信地完成作業。與傳統紙筆方式相比，可減少抄寫作文的重復勞動。學生不必因擔心卷面整潔問題而影響思路，不易產生厭倦或恐懼感，相反，作業美觀可增強其寫作興趣與自信心。在寫作過程中，由生生互動、問題互動，使學生積累了寫作素材；同時，學生寫作技能的培養在這里也得到了較好發展。從整理思路，組織素材，到列出提綱，遣詞造句，寫出文章，整個過程是連貫的，是一體的。在這個環節中，教師使用了“問題型”、“任務型”教學法，通過學生的班級活動，小組活動，促進了學生之間的交流、合作能力。在小組交流過程中，老師也適時地參與到了討論當中，并能適時地加以指導，教師扮演了活動的組織者，學生的指導者和啟發者的身份；體現了學生是課堂的主體，一切活動都是圍繞學生的學來展開的。

環節四：交流成果。

學生四人一組進行組內交流后，把自己的作品傳到班上的網頁上，每位同學生在自己的電腦上可任意欣賞其他組的作品，從而達到資源共享，互相學習，為下面演示作品、評價作品做準備。在“我型我秀”環節中，每組選出代表在班上進行交流。請小組代表根據研究任務、探究結果，向全體同學詮釋、演示本組代表作。通過電子教室，當一個小組在介紹本組作品時，其他同學的電腦屏幕上都會顯示出該小組的作品。

【反思與分析】：語言教學交際理論認為寫作是一種交際活動，學生通過網絡交流成果，積極提出問題并討論問題，通過與其他同學、同齡人和教師的交流合作，改善自我表達能力和交際能力。在此環節中，進一步體現了以學生為主、教師為輔的師生多向交流的教學模式，讓學生在團結協作的“會話”環境中發揮主動性、積極性和合作精神，它激發了學生自我確認、自我完善和相

互競賽的動機，以及增強與人合作的技能和心理承受力，并在此過程中逐漸學會學習、學會欣賞、學會評價；增進了同學間的感情交流，改善他們的人際關系；實現了學生在民主、和諧、融洽的氛圍中獲取知識能力的途徑，是提高課堂教學效率，加大學習密度，拓展學生情感交流，培養學生綜合素質的必由之路。

環節五：師生評價

教師規定每位學生在網上閱讀至少五位同學的文章，并從中選出他們認為最好的文章。文章評價的標準由教師通過網絡發送給學生，供學生參考（教師的標準：（1）Topic；（2）Editing；（3）Creativethinking ；(4)Structure；

(5)Choice of vocabulary。）

此環節，教師可實現當堂點評、指導、講解。信息的反饋僅在鼠標點擊之間。教師可以輕易將某個學生的寫作調出，展示在全體學生面前，讓學生在教師的指導下集體修改，還可以讓每個學生提出自己的意見，在網上進行討論。

小組寫作是集體智慧的結晶，作文質量高，也相對工整，師生評價時主要就內容 和文章結構發表評論，提出修改意見，采用實分制，對于好詞、好句、好段、好作文予以加分，以示鼓勵；通過對成績的分析對比，表揚成績高的小組和進步的小組；把成績最好的作文作為范文在全班朗讀，從構思、謀篇布局到語言運用諸方面充分肯定作文的優點，使學生多接觸正面的內容，把成績高的小組作文張貼在班級“佳作欣賞欄”上，并要求所有同學與此對照，對自己的作文進行反思評價。網絡系統根據各小組的得分高低，自動對各小組的成績進行排序，學生可以隨時瀏覽了解各小組得分情況。（成果質量匯總表略）

【反思與分析】：同伴評價實際上是合作學習的一種形式，其重要理論基礎就是考卡夫（Kafka, K）最早提出的“群體動力理論”（group dynamics）。通過組內討論交流，小組評選，學生對自己所寫作文的要求與要點以及注意事項都有了大體的印象。老師再利用電子教室選擇不同層次代表性的文章當堂點評。對于學生作文中比較容易出現的問題，應討論出合理化建議并加以糾正，比如時態錯誤等。如果他們能在寫作中出現比較深層次的認識，教師應及時予以表揚，從而培養學生的寫作熱情，提高評價和欣賞文章的水平。機器閱卷與文字處理軟件有助于教師更高效地批改和講評作業，既能減輕教師負擔，又能提高教學效果。師生可建立作業檔案和進行其它教學管理。可根據作業檔案清楚地了解和分析其學習動態及進步情況，有針對性地進行提高。教師可利用Excel等軟件管理學生的成績，以便形象地再現寫作思維活動的過程。Word等文字處理軟件可保存每一稿的寫作修改，記錄寫作過程，使創作者對寫作這一富于動態感的思維過程有更感性的認識。

六、結語

本節課展示了基于網絡進行英語寫作探究性學習的模式，它是一個完整的探究學習過程，包括了問題的拋出、查找資料、分析資料、形成結論、交流評

價幾個環節，所有的環節在短短的一節課完成，這一在常規課堂中不可能實現的夢想在運用網絡教學中成為現實。

筆者經過今年的實踐與研究，在“利用網絡進行初中英語寫作探究性學習”上，取得了一下成效：第一，學生的英語學習的興趣明顯提高；第二，學生的主體意識有較明顯的提高；第三，學生的英語能力有較明顯的提高；第四，學生的英語作文成績有明顯提高；第五，提高了英語教學質量，為初中英語課堂寫作教學改革提供了新的思路。

值得注意的是，在實施方案之前既要重視教師所做的準備工作，也要重視學生進行活動所需要的技能準備，盡可能消除活動中可能出現的無關障礙，保證活動的順利進行，這一點，在本課中體現的總的還不錯，但個別同學還做得欠佳，應加以提高，另外值得注意的一點是，在整合過程中英語教師與信息教師之間要加強配合，教師們可以利用各自的學科優勢，承擔不同的職責，為學生有效地進行活動提供更多的幫助。

總之，將網絡技術引入英語寫作教學，以現代寫作理論為指導，從重視寫作過程的教學思想出發，革新教學手段，才能引起教學觀念與方法上的根本改變，從而克服傳統教學中的一些缺陷。

參考文獻:

1．顧佩婭，蘇曉軍，1997，Email與英語教學：理論與應用[J]，外語電化教學(1)：17-20。

2．王琦，2000，E-mail與現代英語寫作教學[J]，外語電化教學(3)：39-41。

3．胡開杰，吳安萍，2001，EMAILING在英語寫作教學中的作用與嘗試[J]，南京理工大學學報(社科版)(5)：61-64。

4．顧紀鑫，丁煜，2002，英語寫作教學新手段—網上寫作實驗室[J]，外語電化教學(5)：37-40。

5．顧佩婭，朱敏華，2002，網上英語寫作與項目教學法研究[J]，外語電化教學(6)：3-7。

6．劉偉，2000，網上英語寫作課件的開發[J]，外語電化教學，(3)：42-44。

7．章國英，胡繼岳，2002，網絡英語寫作課程的設計及應用[J]，中國醫學教育技術(4)：240-243。

8．張建偉，盧達溶，2002，關于網絡協作探究學習及其影響因素的實證研究[J]，電化教育研究(8)：38-41。

9．顧佩婭，曹嶺嵐，許可，1999, 漫游INTERNET英語世界—Internet輔助英語教學[M]，上海：上海外語教育出版社。.

第三篇：多媒體網絡環境下的高中英語寫作教學

多媒體網絡環境下的高中英語寫作教學

內容摘要

根據新課標，高中英語寫作教學越來越重視學生的獨立、協作、創新和利用多媒體網絡進行交流學習、搜索信息的能力。令我們欣慰的是，現在多媒體網絡技術恰好能夠滿足新課標各個方面的要求。多媒體網絡寫作教學有許多的優勢是傳統寫作教學無法超越的。在教學過程中，老師能夠提供多種多樣的刺激材料，并且能夠利用多媒體網絡平臺進行獨立搜索、處理材料，他們能夠互相交流、討論作文主題、互相評價作品。然而，多媒體網絡寫作教學也有它本身的缺點，因此需要我們付出巨大的努力去克服它們，唯有通過這種方式，我們才能得到好的教學效果。

關鍵詞： 多媒體網絡

寫作教學

信息培養

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.叢春紅.新課標下的高中英語寫作教學策略[J].英語教育周刊電子版.汪明.(2008).大學英語教學模式的比較研究[J].海南廣播電視大學學報.趙麗.網絡環境下英語寫作教學的優勢[J].北京聯合大學旅游學院英語旅游文化系.黃云霞.網絡及多媒體在高中英語教學中的作用[J].江西新余市第六中學.周玉梅.(2009).淺談新課標下如何培養學生的英語寫作能力[J].延邊教育學院學報.劉文艷.(2009).基于多媒體網絡環境下的英語寫作觀點構建[J].蘭州學刊.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：網絡環境下的大學英語寫作教學

網絡環境下的大學英語寫作教學

【摘 要】英語寫作是大學英語教學中非常重要卻又容易被忽視的環節，傳統教學模式中存在的問題一直沒有得到解決。多媒體網絡技術的發展和建構主義教學觀為大學英語寫作教學提供了新的平臺和思路。本文筆者試圖用建構主義的觀點來分析網絡技術應用于大學英語寫作教學的優勢，探討基于網絡的大學英語寫作教學新模式。

【關鍵詞】英語寫作教學 網絡技術 建構主義

【中圖分類號】G642 【文獻標識碼】A 【文章編號】1674-4810（2014）13-0088-02

長期以來，英語寫作是大學英語教學中容易被忽視的部分。很多高校沒有開設大學英語寫作課程，也沒有獨立的英語寫作教材，大部分教師僅是利用讀寫課程的空余時間講解寫作技巧，布置寫作任務。這種“以教師為中心”的英語寫作教學方式由于課時有限、大班教學以及教師在批改學生作文時巨大的工作量，在很大程度上制約了寫作教學的發展，學生的寫作水平得不到提高。因此，進行大學英語寫作教學改革，探索大學英語寫作教學新模式成為一項刻不容緩的任務。教育部頒發的《大學英語課程教學要求》強調大學英語教學要采用以現代信息技術，特別是網絡技術為支撐的新型英語教學模式。這也為大學英語寫作的教學提供了新思路。隨著網絡技術的蓬勃發展，英語寫作的教學觀念、教學內容和教學方式得到了有力的物質支持。如何實現信息技術與英語寫作課程的有效結合，構建網絡環境下的大學英語寫作教學模式，已成為英語寫作教學的迫切需要。

一 網絡環境下英語寫作教學的理論基礎――建構主義

建構主義，其先驅者可追溯至瑞士的皮亞杰。20世紀60年代，皮亞杰最先提出認知建構觀。建構主義提倡在教師指導下、以學習者為中心的學習，既強調學習者的認知主體作用，又不忽視教師的指導作用。教師是意義建構的幫助者、促進者，而不是知識的傳授者與灌輸者。學生是信息加工的主體、是意義的主動建構者，而不是外部刺激的被動接受者和被灌輸的對象。建構主義認為，學習者的知識是在一定情境下，借助他人的幫助，如人與人之間的協作、交流、利用必要的信息等，通過意義的建構而獲得。理想的學習環境包括情境、協作、交流和意義建構四個部分。與建構主義學習理論以及建構主義學習環境相適應的教學模式為：“以學生為中心，在整個教學過程中由教師起組織者、指導者、幫助者和促進者的作用，利用情境、協作、會話等學習環境要素充分發揮學生的主動性、積極性和首創精神，最終達到使學生有效地實現對當前所學知識的意義建構的目的。”在這種模式中，學生是知識意義的主動建構者；教師是教學過程的組織者、指導者，意義建構的幫助者、促進者；教材所提供的知識不再是教師傳授的內容，而是學生主動建構意義的對象；媒體也不再是幫助教師傳授知識的手段、方法，而是用來創設情境、進行協作學習和會話交流，即作為學生主動學習、協作式探索的認知工具。

隨著網絡技術的高速發展，網絡教學模式與建構主義對學習環境的要求契合。因此，建構主義學習理論成為網絡教學的主要理論基礎。

二 網絡環境下英語寫作教學的優勢

1.以學生為中心，調動學生的積極性

網絡教學以其新穎的形式和多樣化的內容，利用圖片、音樂、視頻等多種表現形式激發學生的學習熱情和積極性。網絡環境下不僅能創造逼真的語言環境，而且在寫作中將文字、圖像、聲音和動畫結合起來，使寫作更加生動、活潑、有感染力。在多媒體網絡英語寫作教學中，寫作學習的重心已由教師轉移到了學生。教師起組織、引導和答疑的作用，學生卻能充分發揮自己的主動性和首創精神，最終達到使自己有效地實現對當前所學知識進行意義建構的目的。

2.網絡多媒體為寫作提供豐富的素材

在傳統的寫作教學模式下，寫作任務的材料通常來自課后習題，一方面話題比較陳舊，體現不出時代感；另一方面與學生生活聯系不緊密，學生往往缺乏興趣，寫作積極性不高，導致寫作質量較差。而在多媒體網絡環境下進行寫作教學的優勢就在于它將豐富多彩的文本、圖片、聲音、視頻等媒體結合在一起，激發學生的寫作熱情。網絡可以為學生提供豐富的寫作資源，學生可以從各種英語學習網站上獲取大量相關信息，搜集寫作素材，積累寫作技巧。學生可以利用搜索引擎，如Baidu、Google、有道等輕松地獲得許多與寫作主題相關的信息。這樣，學生可以在寫作之前進行充分的知識儲備，擴大自己的知識面，深化自己對某一話題的認識，寫的時候就會言之有物，有思想深度。通過學習英語寫作網站中的優秀范文來拓展他們的知識面，積累寫作技巧，從而對寫作更有熱情，提高自己的英語寫作水平。

3.有利于培養學生自主學習的能力

傳統的大學英語寫作教學模式是：教師講一個寫作技巧之后布置一個作文題目，學生寫完之后交上作業，教師最后進行批改。在這種教學模式下，學生處于被動地位，造成學生作文中思想貧乏，表達不流暢，內容空洞。在網絡環境下，學生在英語寫作教學中的角色由被動的知識接受者向主動的知識建構者轉變，成為寫作教學的主體。學習過程不再是被動地接受知識，消極地應對寫作任務。學生的學習主體意識增強，在寫作前的準備階段，學生利用信息技術，檢索大量的信息材料，用于準備寫作課堂中的相關話題。在寫作課堂的小組討論活動中，由于前期的積極參與，活動時能更好地融入相關話題，激發更大的學習熱情，從而能夠積極主動地吸取寫作材料中的思想、觀點和語言，使語言最大限度地內化為自己的知識。

在寫作過程的實踐中，學生可以對所吸收到的寫作觀點及相關的語言表達方式進行整合，增加寫作觀點，豐富語言表達形式，從而更好地融入寫作過程中，體現了以“學習者為中心”的建構主義教學理念。

4.有利于師生互動，提高寫作效率

在傳統寫作教學中，教師批改作文的時間有限，只是簡單勾畫出語法和表達錯誤，不能完全傳達給學生寫作錯誤的理由，師生缺乏交流，這種情況下學生的寫作水平很難得到提高。而網絡平臺具有實時交流的特點，便于學生之間開展討論和分享信息。利用電腦可以將寫板書的時間大大縮短，增加了師生互動的頻率。在老師的指導下，學生之間相互探討寫作技巧，并運用技巧編造句子，這樣既活躍了課堂氣氛，而且讓學生將學到的寫作理論運用到實踐中。通過網絡學生還可以利用QQ、論壇以及新興的微博和微信等其他交流平臺進行寫作方面的探討。這種方式在鼓勵學生寫作的同時，也增進了師生間的感情。在這種模式下，學生可以自由選擇交流的時間、形式以及內容，教師通過這種交流來監控每個學生的寫作過程，隨時給予必要的指導。這必將會大大提高大學英語寫作教學的效率。

三 結束語

建構主義學習理論為基于網絡的大學英語寫作教學提供了新思路和廣闊的空間。基于網絡技術的英語寫作教學模式為大學英語教學指出了新方向。網絡環境下的英語寫作教學模式的優勢有利于大學生英語寫作能力的培養和提高。但是，由于各個學校的現實條件，網絡環境只是作為傳統寫作教學的輔助方式。在探索新的教學模式過程中還有一些潛在問題需要加以考慮：一方面，我們必須看到網絡輔助工具的優越性，能有效提高自身的計算機水平和網絡應用能力，并提高教學效果；另一方面，由于網絡資源質量良莠不齊，因此網絡環境下的英語寫作教學過程中對于網絡資源的選擇并不是聽任學生無目的地進行網絡資源瀏覽，而是教師有意識有目的指導下學生對于資源的整合、歸納、吸收、運用的過程。

參考文獻

[1]劉學思、陸雪芹.網絡環境下英語學習策略的缺失與培養[J].湖北工業大學學報，2010（6）

[2]張曉艷.建構主義學習理論與大學英語教學[J].三峽大學學報（人文社會科學版），2006

〔責任編輯：龐遠燕〕

第五篇：網絡環境下的閱讀與寫作教學

網絡環境下的閱讀與寫作教學

湖南省衡山縣第四中學 趙新連

（一）現狀

【摘 要】：隨著信息技術的快速發展，網絡已經成為人們生活中一個重要的部分，也影響到語文教學中的閱讀和寫作教學。本文試圖從目前閱讀與寫作教學的現狀，網絡環境下的閱讀與寫作教學的特點和優勢，整合信息技術利用網絡環境開展閱讀與寫作教學三個方面來闡述如何利用網絡環境來開展閱讀與寫作教學。

【關鍵詞】：信息技術 網絡環境 閱讀與寫作教學 現狀 特點 整合 隨著信息技術的快速發展，網絡已經成為人們生活中的一個重要的部分。2000年10月26日，教育部決定從2001年起利用5到10年時間在全國中小學基本普及信息技術教育，全面實施“校校通”工程，以信息化帶動教育的現代化，實現教育的跨越式發展，并提出要加快信息技術教育與其它課程的整合。網絡信息技術與課程整合的實踐和探索業已拉開帷幕。網絡技術正以前所未有的巨大動力推動著教學內容、教學方法、教學技術以及教學過程中的一切因素進行革命。隨著網絡技術在學校教學中的廣泛運用，網絡環境中的教學以其特有的靈活性和高效性，成為現代教育發展的必然趨勢，顯示出獨特的內在魅力。

語文，是人們學習、工作，賴以思維并進行交際的基本工具。當信息化成為當今人類的重要特征，信息高速公路上的WWW（全球信息網）、E-mail(郵件）、Archie(信息查詢）、Netnews(網絡新聞）、QQ（網絡聊天）等多種服務正在明顯地改變著人類交往、學習乃至工作、生活方式的時候，傳統的語文教學面臨著嚴峻的挑戰。網絡環境下閱讀和寫作方式正在發生巨大的變革：在閱讀方式上，將從文本閱讀走向超文本閱讀，從單純閱讀文字發展到多媒體電子讀物，并在同電子資料庫對話中進行高效率的檢索式閱讀；在寫作方式上，將從手寫走向鍵盤輸入、掃描輸入和語音輸入，從傳統純文本寫作到超文本結構的謀劃與寫作，并在與電子資料庫對話中走向閱讀與寫作的一體化，以及在遠程交流中閱讀與寫作的協同化和群體化（如上傳、下載、聊天等）。網絡環境下閱讀和寫作方式的這些變革，是不以傳統的經典的語文教師的意志為轉移的。

我國大多數中學語文教師上機能力還不強，掌握網絡技術和學習新的閱讀及寫作方式都存在著很大的困難，語文教育者對于現代信息技術與本學科教學整合的爭論多于行動，因此，我們必須正視現實，轉變觀念，認識網絡，積極探索基于網絡環境的新型的語文教學模式，大力促進信息技術教育與語文課程的整合。

（二）特點

所謂網絡環境，是指構成國際互聯網（Internet）以及與國際互聯網相連的局域網絡物理空間的各種硬件設備，以及形成網絡正常運行空間的各類軟件。網絡信息，是指網絡上儲藏著的各種形式的信息的集合，包括信息內容本身、記錄信息的載體、信息的表達形式、信息組織的結構和信息傳播的手段等要素。網絡教育信息資源是指經過人們選取、組織、序化后的有用信息的集合。網絡信息資源的內容特點，在數量上具有海量性，在種類上呈現多類型、多媒體、跨地域、跨語種的特點；在分布上是分散、開放但具有獨特的超文本鏈接和模糊檢索關聯的統一體；其形式特點則凸顯出交互性，基于電子平臺、數字編碼基礎上的多媒體超越了傳統的信息組織方式，集中了語言、非語言兩類符號，能從一種媒介流動到另一媒介，能以不同的方式述說同一事件，能觸動人類的不同感官經驗，在本質上成為人機互動的共享媒體；在效用方面，具有共享性、時效性、強轉移性、強選擇性和高增值性等特點。網絡信息資源的上述特點，決定了網絡環境下的教學過程的開放性、學習過程的交互性、學習內容選擇的自主性，這就恰恰應合了人本主義和素質教育倡導的主旨。當不少語文教師正在對傳統的CAI課件欲做不能、欲罷不舍的尷尬局面中，基于網絡環境的語文教學，已經展現出更廣闊的天空。一位具有時代感和責任感的語文教師，不能不對此予以強烈的關注和積極的投入。

語文教育信息資源是網絡信息資源的一個組成部分。根據它在網絡計算機上的存儲位臵，可分為泛在資源、導航資源和本地資源。泛在資源即未做過信息代理的學習網站，包括大型網站的搜索引擎以及其它廣泛存在的網絡信息資源。導航資源一般作為學習的輔助材料，它通過目錄的形式已完成了非本地資源的信息代理工作。P2P導航資源，是頁面到頁面的組織方式。它主要以標題的形式組織代理信息資源，點擊標題即可到達文章的真實IP地址；S2S導航資源，則是站點到站點的組織方式，如網站首頁的友情鏈接等。本地資源是指存在本地服務器或計算機上的信息資源，內容經過深度加工，結構良好，如CSC電子備課系統、K12教學資源等也屬于此類資源。語文教師可以在教學過程的不同階段，結合學校的網絡硬件環境實際，選擇利用不同的教育信息資源。

近幾年來，中文網絡教育資源與日俱增，以語文教學為主題的教育網站也有了一定的數量。過去語文教師中只有極少部分的先行者費時費力封閉式地制作課件輔助教學的狀況，將由于網絡環境中教學資源的日益豐富和開放而得到根本的改變。現在很多的教學網站（頁）就蘊藏著極為豐富的語文教學資源。

（三）整合

近年來，隨著當代信息技術向基礎教學領域的迅速擴展，信息素養（Information Literacy)及其培養在各國受到越來越廣泛的關注。美國對中小學信息素養的要求，簡而言之有以下八條：

1、具有信息修養的學生能有效和高效地獲取信息。

2、能熟練地批判性地評價信息。

3、能精確地創造性地使用信息。

4、能探求與個人興趣有關的信息。

5、能欣賞作品和其他對信息進行創造性表達的。

6、能力爭在信息查詢和知識創新中做得最好。

7、能認識信息對于民主的重要性。

8、能實行與信息和信息技術相關的符合倫理道德的行為。語文作為一門基礎學科，其根本的教學目的，就是要訓練者的理解能力和表達能力。以信息論看理解能力，它應當包括高效獲取信息，熟練、批判性地評價信息，有效地吸收、存儲并快速提取信息的能力；而表達能力，則應當包括運用文本和超文本表達信息、創造性地使用信息，并將以上一整套駕馭信息的能力轉化為自主、高效地學習與交流的能力。基于上述的理解，信息技術與語文學科教學的整合，不僅是十分必要的，而且是完全可能的。

在語文的理解和表達體系中，閱讀與寫作是最重要的板塊。如前所述，在信息社會的環境下，閱讀和寫作方式正在發生重大的變革。因此，我們必須在語文教學過程中，大力培育學生的信息素養，指導學生學會網絡環境下的閱讀和寫作。

中學語文的閱讀教學大致有五種類型：一是為大體了解讀物內容的瀏覽性閱讀，二是為透徹理解讀物內容的理解性閱讀，三是為獲得審美愉悅的鑒賞性閱讀，四是為提高寫作能力而進行的借鑒性閱讀，五是為研討特定的探究性閱讀。從當前的語文教學現狀看，瀏覽性閱讀（博覽）和探究性閱讀（精讀）未能受到重視。因此，網絡環境下的閱讀應以博覽精讀為目標，使學習者以現代化的開放性的閱讀心態，適應網絡信息全方位、高密度的資源特征和呈現方式，適應信息社會對新一代公民文本表達并兼具超文本表達能力的要求。

瀏覽性閱讀要求是經常瀏覽書報雜志和網絡信息，能快速提取主要信息，準確篩選所需信息。探究性閱讀則要求圍繞專題搜集、整理相關材料，并能針對專題提出自己的某種見解。閱讀過程中的瀏覽與探究，整體教學過程中的閱讀與寫作，都是一個有機的結合體。在上，可以指導學生圍繞一定的主題，按照點圓式信息傳輸路徑閱讀大量的有關文本，并進而開展探究性的系列活動。在教學過程上，湖北省李克剛老師設計過如下的學習流程：

1、明確方向，提出建議。如在教學《記念劉和珍君》時，組織學生在Internet環境下，以“傳記文學”為方向進行閱讀，進而要求學生在網絡上把該文改寫成《劉和珍君傳》。

2、主題搜索，制作卡片。在明確方向的基礎上，要求學生搜集某一主題的相關資料，制作讀書卡片，初步篩選、收集信息。如在開展《祝福》閱讀教學時，有的學生就通過搜索引擎在網上尋找相關信息，把魯迅筆下的女性形象集中在一起進行。

3、歸納整理，分析理解。即引導學生對各種資料進行歸類，學生整理歸納信息的能力。

4、展示觀點，深入認識。在占有大量信息并進行初步歸類加工后，引導學生繼續完善、加深對閱讀主題的認識，對重點信息進行深度加工，從不同角度去認識、理解事物事理。在網絡環境下可以組織學生在聊天室里寫作，發表看法，交流意見，衍生創造出新的信息。

網絡環境下以博覽精讀為目標的閱讀，是以信息論為指導，以圍繞閱讀目的準確、快速、有效把握文章相關信息為基本原則，不斷提高學生語文能力和信息素養的教學模式。學生的閱讀對象除了傳統的書籍報刊外，還有更為豐富的即時的網絡資訊、多媒體信息。通過博覽精讀，學生將獲得大量的感性材料，為聯系生活提供更多的條件，從而擴大學習時空，激發寫作興趣，有效地強化作文能力的培養和綜合素質的提高。時下的網絡空間已經為學生發表作品提供了極為自由和廣闊的陣地，學校、學科、班級、個人主頁正層出不窮，E-mail(電子郵件）、ICQ+Netmeeting(網絡尋呼+聊天室）、BBS（電子公告欄）、MicroBlog（微博）等也都可以成為學生發表作品交流信息的良好載體。學生對作品發表欲的滿足，將直接激發創作欲，形成良性循環，促進語文能力和信息素養的同步提高。

我國教育技術專家桑新民博士指出：“網絡教育模式必須完成教師灌輸為主向學生自主與協作學習為主的關鍵性轉變”。教師有各自不同的專業，但各專業教師共同的使命則是教會學生如何學習。網絡技術當然不是包治教育百病的靈丹妙藥，但毫無疑問網絡環境下的學習是一種高效的學習。要教會學生如何學習，包括語文科在內的各專業教師首先必須自己先學會高效地學習。然后才能指導學生充分利用網絡這個環境更好地學習。