摘要
本文从现象学研究视角出发,以大学外语教学为例,探讨了大学混合教学中虚拟学习环境(VLE)的应用状况。从信息的传递,概念的应用和厘清,观点的交换、资源的调查和分享,知识的合作创建、过程意识和技巧的开发等四个范畴出发,对VLE在大学混合教学中的应用状况进行了描述,分析了其在教师角色、学生角色、模式间关系、材料地位、学生层次等四个维度上的差异。
This study set out to explore the application of virtual learning environment(VLE) for College English from the perspective of phenomenology.20 College English teachers from 5 universities took part in the study.Based on analysis of the interviews,this study put forward 4 categories of VLE application,namely,information transfer,conceptualization,exchange of views and resources sharing,and collaborative construction of knowledge,with the former two focusing on knowledge transfer and the role of teachers in understanding concepts,the latter two on promoting collaborative construction among learners and developing learning conscience and skills.The study shows that VLE plays different roles in different teaching environments.In a teacher-centred setting,VLE can provide some supplementary environment for information sharing;whereas in a learner-centred setting,VLE may be the key learning environment,at least as important as the face-to-face setting,promoting collaborative learning and knowledge construction.
出处
《中国远程教育》
北大核心
2011年第23期54-58,96,共5页
Chinese Journal of Distance Education
基金
西安邮电学院教学改革项目"基于课堂观察的校本教研活动研究"(编号:108-2002)
关键词
现象学
混合教学
虚拟学习环境
大学外语教学
phenomenology
blended learning
virtual learning environment
College English
