基于MOOCs平台的大学计算机课程体系改革与实践

大学计算机基础课程是在校大学生必修的基础课程,在课程中更好地培养学生的计算思维和动手能力一直是课程改革的重要目标。MOOCs是近几年兴起的教学理念,它的特点决定这种教学理念更适用于社会学习,将这种先进的教学理念应用于大学计算机基础课程教学实践中,设计与实施基于MOOCs平台的"翻转课堂"教学模式,将线上学习和线下学习相结合、传统教学和网络教学相结合,弥补MOOCs的缺陷,发挥网络学习的优势,极大提高了教学效率和教学质量。     

多媒体在英语教学中的作用

随着多媒体网络技术引进英语教学,传统的教学模式面临着极大地挑战.通过分析目前的英语教学现状,结合外语教学特点,从多媒体视角探索了多元化英语教学模式,将计算机网络的教学与课堂教学相结合,希望为英语教学提供新的思路和视角.     

交互式计算机网络课程综合教学及学习平台模式研究

交互式网络教学模式采用多媒体和网络通信技术结合,创造一个交互式的数字化教学及学习平台,从根本上改变了传统教学模式在计算机网络课程教学过程中的不足。该文重点探讨了在计算机网络课程教学及学习中构建交互式的网络教学平台,通过网络化教学与课堂教学有机结合,培养学生的综合学习素养、创新精神和综合能力,使计算机网络课程综合教学水平和计算机网络工程专业学生在学习计算机网络课程过程总迈上一个新台阶。     

中华优秀传统文化融入计算机辅助设计课程教学实践研究

为了更好地将中华优秀传统文化融入计算机辅助设计课程教学,可以从优化教学资源、丰富教学手段、落实设计表达等方面开展课堂教育,重视信息技术在职业本科院校计算机辅助课程教学中的多元应用,做好传播文化与专业学习相结合,从而提升学生修养,培养高素质的技能型人才。     

基于知识点库的数据库学习系统

智能化计算机辅助教学(ICAI)将计算机技术、多媒体技术、Internet技术与传统教育相结合,通过教学模式、教学媒体、学生模型三方面的智能化设计,创造出一种新的教学形式。基于知识点库的数据库智能学习系统正是运用此技术,将其应用于数据库课程的教学开发中,实现本课程的远程、多样化学习等功能。     

基于计算机辅助下语言学习设计教学新模式研究

随着教育领域的改革和深入发展,我国的高等教育正在迈向新的台阶。在高等职业教学体系中,传统的教学模式已经不能适应现在社会的变化,人们逐渐认识到了教学方式和学习活动的重要性和进行改革的必要性。当下,计算机辅助下的语言学习新模式已经在各个学科领域受到关注与实践。计算机辅助下的语言学习不仅强调信息技术的发展,更加要求教学思想和方式的改变以及各类资源和环境的共同构建融合。以高等院校英语教学为例,通过学习最新的教学教育理论,在所在单位设计了英语语言教学对比研究实验,利用不同的教学手段进行教学和综合评价,说明了计算机辅助下语言学习方式更能提高教学质量,取得良好的教学效果。     

多媒体技术在高中英语教学中的积极作用

如何利用电脑这一现代化的智能工具，把多媒体技术引入英语课堂，是英语教学发展的必然趋势。教学活动是向学生传授知识，而知识就是各种信息。通过多种信息形式向学生提供信息，是最好的信息传达方式。多媒体技术正是具有这种能力的一种技术。英语教学方法，不仅是向学生传授知识，培养学列习惯，而且要发展语言交际能力。在能力培养方面，多媒体技术会提供逼真的、生动的语言学习和交际环境。多媒体辅助教学给课堂注入了新的活力，有利于全方位地在英语教学中体现交际语言教学的原则。多媒体英语教学软件辅助教学有以下几个优点。     

基于多媒体与网络的计算机辅助语言教学分析简

计算机辅助语言教学应遵循的理论主要包括：建构主义学习理论、人本主义学习理论、行为主义学习理论。计算机多媒体与网络正与外语教学全面整合,它的优势包括：激发学生学习兴趣与主动性,提供真实、最新的英语环境,提高教学效率,反馈及时。多媒体网络只能充当教师的助手,而不能取代教师：应注意师生互动;编排多媒体课件应突出重点、难点,避免繁杂,不宜过分注重观赏性;应纠正网络对学习的负面效应;要以好的教学组织来引导学生。     

高校计算机多媒体辅助教学实践

随着高等教育的普及以及计算机新媒体技术的不断发展,人们对教育的要求越来越高,而在高等教育中计算机多媒体作为辅助教学的一部分得到了快速发展,但其实践策略和方式仍需要研究与优化.本文从高校计算机多媒体辅助教学的特点和意义出发,对其辅助教学实践进行思考,以完善高校的计算机多媒体辅助教学水平,为学生提供更好的学习环境.     

基于多媒体与网络的计算机辅助语言教学分析

计算机辅助语言教学应遵循的理论主要包括:建构主义学习理论、人本主义学习理论、行为主义学习理论。计算机多媒体与网络正与外语教学全面整合,它的优势包括:激发学生学习兴趣与主动性,提供真实、最新的英语环境,提高教学效率,反馈及时。多媒体网络只能充当教师的助手,而不能取代教师:应注意师生互动;编排多媒体课件应突出重点、难点,避免繁杂,不宜过分注重观赏性;应纠正网络对学习的负面效应;要以好的教学组织来引导学生。     

语音处理技术在语言学习中的应用

语音处理技术应用于语言的学习,可以改进、加强和丰富传统的语言学习方法,有利于提高学习效率;然而,如何有效地利用这些技术,建立各种计算机辅助语言学习 ＣＡＬＬ（Ｃｏｍｐｕｔｅｒ－Ａｉｄｅｄ Ｌａｎｇｕａｇｅ　Ｌｅａｒｎｉｎｇ）系统,是当前语音处理技术研究发展的一个重要方向。该文通过对传统的语言教学方法中所涉及到的主要因素的分析,研究了语音处理技术在语言学习系统中应用的主要层次和方法,以及使其更有效等方面的问题。     

Web-based synchronized multimedia lecture system design for teaching/learning Chinese as second language

In the past decade, the use of computer technology for language instruction has expanded rapidly. In Taiwan, overseas students whose native languages are not Chinese mostly get trouble in learning and communicating particularly during the first year of their study. To overcome their language barrier in National Chi Nan University (NCNU), a Web-based Chinese classroom (http://chinese.csie.ncnu.edu.tw) exploiting advanced Web and multimedia technologies has been initiated since 2002. This paper presents the core developments of the Web-based Synchronized Multimedia Lecture (WSML) system for fulfilling language learning requirements on listening, speaking, reading and writing. It facilitates students in Chinese comprehension self-learning on the Web and can easily be customized for different foreign language learning. Technical issues are addressed from two perspectives to meet the pedagogical approaches of teaching and learning foreign languages: (1) the synchronized multimedia tutoring and the exercise practice functions for students, and (2) the multimedia lecture authoring and the exercise management tools for teachers.     

面向汉语的计算机辅助语音学习系统特征的研究

本文在分析了语言及语音学习和教学的重要性及特点的基础上,讨论了将语音处理技术应用于语言、语音的计算机辅助学习或教学中所涉及的多方面问题;并针对汉语语音的特点,研究了面向汉语学习的CALL系统所应具有的特征,及其在设计和实现时应遵循的原则;最后借助通用语音分析器′Speech Analyzer′进行了汉语语音学习的尝试。     

Developing and integrating courseware for oral presentations into ESP learning contexts

This study reports on the development of ESP (English for Specific Purposes) multimedia courseware on oral presentations, and its integration into self-study learning and elective courses for students with different English proficiencies, as one solution to problems in ESP courses in Taiwan. The courseware design is based on Mayer’s multimedia learning cognitive theory, and the language learning focus draws on Chapelle’s suggested criteria for development of multimedia CALL. Evaluation of student performance with two different formats for courseware integration is based upon data from pre- and post-tests for preparing speech texts, and a questionnaire survey. The courseware provides authentic materials with a logical situational layout and a friendly interface design for learning ESP for oral presentations in international business and technical settings and offers rich and flexible learning activities with corresponding on-line self-evaluation so that students actively engage in cognitive processing. Students with different English proficiencies have different concerns about giving a presentation. Meanwhile, after students’ self-study for six weeks, regardless of level of proficiency, students’ learning effectiveness and satisfaction with the courseware integration were significantly improved, by qualitative and quantitative analysis. Such students’ improvement suggests success of the courseware design and learning effectiveness with its integration.     

Exam performance and attitudes toward multitasking in six,multimedia–multitasking classroom environments

Although many colleges and universities have implemented laptop programs, the use of these technologies in the classroom doesn't guarantee increases in exam performance. Used improperly, these technologies can hinder the learning process. An experiment was conducted comparing how the use or non-use of technology affected exam performance between six different classroom environments. Consistent with predictions based on theories of multitasking and multimedia processing, participants performed worst on an exam when distracted with social media. Moreover, having had this experience, participants in five of the six conditions showed a decrease in perceptions of their abilities to efficiently multitask from pre-test to post-test. Results are discussed in terms of theory and recommendations are made for the integration of experiential learning sessions into orientation programs to help promote a healthy classroom learning environment.     

Computer-mediated communication in computer-assisted language learning: implications for culture-centered design

This study explores the research development pertaining to computer-mediated communication (CMC) in the field of computer-assisted language learning (CALL). The basic premise of this study is that language and consequently communication are essential elements of culture; thus, deep understanding of the role of technology in facilitating communication in online environments can deepen our understanding of the notion of culture and contribute to the specification of a universal design approach in culture-centered design. The authors applied a six-stage approach for conducting a systematic review of the research development in CALL between January 2009 and September 2010. This approach resulted in the development of the CALL map which consisted of 11 themes with which CALL researchers are concerned. This study focuses on CMC, a category which maintains its popularity for more than a decade, thus sustaining itself as a major area in the field. The review brings to the forefront key themes and findings of research in these areas, as well as core concepts emerging from the literature. The study discusses empirical findings and delineates how CMC can enhance language learning, concluding with possible future directions and implications for research and practice.     

Potential pedagogical benefits and drawbacks of multimedia use in the English language classroom equipped with interactive whiteboard technology

This paper analyses the process of multimedia integration in English language classrooms equipped with interactive whiteboard (IWB) technology, and offers insights into the theoretical underpinnings of multimedia use in language learning from the perspective of cognitive learning theory. The data discussed here are drawn from a study carried out as part of a PhD research programme at Lancaster University (UK). The study was conducted within an interpretative research paradigm, and data were collected and analysed according to a qualitative approach. In the first part, the paper discusses some perceived pedagogical benefits of adopting a multimedia-oriented approach in the IWB-based classroom. Secondly, it discusses a variety of potential problems related to the use of multimedia resources in the language classroom in question. Finally, the paper draws upon the literature on multimedia learning to address the potential pedagogical implications of these research findings.     

The effects of animated pedagogical agents in an English-as-a-foreign-language learning environment

Animated pedagogical agents (APAs) have frequently been used as a powerful addition to learning environments, since APAs have been known to facilitate learning. APAs can present various features, such as voice, movements, gestures and pointing, and researchers have sought to verify specifically which features of agents effectively contribute to learning. Previous studies have studied these features by comparing different degrees of agent embodiment in the evaluation of the image effect (i.e., students learn more when learning systems have visual APAs), the embodied agent effect (i.e., fully embodied agents that deliver instruction aurally and use gestures to improve learning outcomes in text-only learning systems), the modality effect (i.e., oral instruction contributes to the learning process), and the expressiveness effect (i.e., fully embodied agents promote more effective learning than static ones). Some of these studies have investigated the image, embodied agent and modality effects in the same learning environment, but they were not the same studies that investigated the expressiveness effect. The expressiveness effect allows us to separate the movements of the agent from its other features, such as the agent's image, so investigating this effect is as important as investigating the other effects. We are not aware of any studies that investigated all of these four effects within the same learning system, nor that evaluated any of these effects in language learning environments. Accordingly, this paper describes the design, implementation, and analysis of an APA designed to evaluate the abovementioned effects. The APA was integrated into a computer-assisted language learning (CALL) system to teach English as a foreign language to Brazilian students. A total of 72 Brazilian undergraduate students were divided into four groups, each of which used a different version of the APA in the same CALL system: no agent, a voice-only agent, a static agent, or a fully embodied agent. We compared students’ gain scores (i.e., difference between pre- and posttest scores) across groups to evaluate each of the four effects. Though the outcomes of our study supported the presence of the embodied agent and modality effects, we were not able to demonstrate the image or expressiveness effects in the experiment. Our results indicate that the voice of the agent might contribute more positively to learning than movements, gestures and pointing.     

Potential pedagogical benefits and drawbacks of multimedia use in the English language classroom equipped with interactive whiteboard technology

This paper analyses the process of multimedia integration in English language classrooms equipped with interactive whiteboard (IWB) technology, and offers insights into the theoretical underpinnings of multimedia use in language learning from the perspective of cognitive learning theory. The data discussed here are drawn from a study carried out as part of a PhD research programme at Lancaster University (UK). The study was conducted within an interpretative research paradigm, and data were collected and analysed according to a qualitative approach. In the first part, the paper discusses some perceived pedagogical benefits of adopting a multimedia-oriented approach in the IWB-based classroom. Secondly, it discusses a variety of potential problems related to the use of multimedia resources in the language classroom in question. Finally, the paper draws upon the literature on multimedia learning to address the potential pedagogical implications of these research findings.