哈工大与牛津网上英语自主学习系统对比研究

论文摘要

在国内,虽然有关网络教育的技术研究早已展开,但由于网络教育尚处于初始阶段,受实际程度所限,对网络外语学习系统的研究还相当粗浅,多停留在表面,缺乏深入的研究,很多都是引用、借鉴国外的已有研究成果。近几年来,我国许多高校,如清华大学、北京师范大学、大连理工大学等相继建立了自己的外语网上自主学习系统,力求为学生提供一个课上、课下外语学习互补的平台,来帮助学生更好地通过自主学习提高自己的语言学习能力。哈尔滨工业大学于2007年建立了网上外语自主学习系统,两年来一直不断地完善。本论文采用定性研究方法,对哈尔滨工业大学与牛津大学的网上自主学习系统进行了对比研究,希望对网络自主学习系统的建立及完善提供一些好的建议。文章首先介绍了自主学习和基于网络环境自主学习的基本定义、特点,以及建构主义、情境认知理论、人本主义等相关理论,回顾了现阶段国内外网络英语自主学习平台的建设情况。然后将研究生与本科生这两个学生群体的外语学习情况进行了比较,重点突出了研究生这个群体的特殊性,并对其英语学习以及在研究生中开展网络自主学习的必要性进行了分析。作者通过对哈尔滨工业大学和英国牛津大学网上自主学习系统的比较,对二者的相同点及不同点进行了归纳,总结出各自的优缺点,结合实际对哈工大的网上学习系统进行了仔细分析。在对系统每一部分进行数据统计后,提出针对性的建议,力求完善和改进该网络教学平台,进而提高研究生网络环境下自主学习的效率,帮助研究生提高自主学习能力,更好更快地掌握英语这一工具来搞好科研工作,这对于促进研究生本专业的学习、研究与国际交流有着重大的意义。论文最后作者提出在我国应该结合实际情况,建立一个高校间多链接、全方位的网上自主学习系统,以便能够更好地实现资源共享,并且也节省了时间、金钱以及人力资源。笔者对于如何建立这样一个系统也提出了建设性的建议。

论文目录

• Chinese abstract
• English abstract
• Chapter 1 Introduction
• 1.1 Background
• 1.2 Goal and significance of the thesis
• 1.3 Organization of the thesis
• Chapter 2 Web-based self-access learning
• 2.1 Self-access learning
• 2.1.1 Definition of self-access learning
• 2.1.2 Features of self-access learning
• 2.2 Web-based self-access learning
• 2.2.1 Definition of web-based self-access learning
• 2.2.2 Advantages and disadvantages of web-based self-access learning environment
• 2.2.3 Importance of web-based self-access learning
• 2.2.3.1 College English curriculum requirements
• 2.2.3.2 Need of fast-paced society
• 2.2.4 Features of web-based self-access learning
• 2.2.4.1 Learners’role
• 2.2.4.2 Teachers’role
• 2.2.4.3 Technical skills
• 2.3 Previous study of WSLS
• 2.3.1 Previous study of WSLS at home
• 2.3.2 Previous study of WSLS abroad
• 2.4 Theoretical foundation of self-access learning
• 2.4.1 Constructivism
• 2.4.2 Situated cognition theory
• 2.4.3 Humanism
• Chapter 3 Present situation of non-English learners
• 3.1 Macroscopic present situation
• 3.1.1 Present situation of non-English undergraduates
• 3.1.2 Present situation of non-English postgraduates
• 3.1.3 Differences of English teaching between postgraduates and undergraduates
• 3.1.3.1 Teaching purpose
• 3.1.3.2 Learning strategy and acquisition ability
• 3.1.3.3 Course arrangement
• 3.2 Need analysis of postgraduates’English study
• 3.2.1 Personal need
• 3.2.2 Social need
• 3.3 Necessity of web-based self-access learning for postgraduates
• Chapter 4 Comparison & Analysis
• 4.1 Introduction of the WSLS of HIT
• 4.2 Introduction of the WSLS of OU
• 4.3 Comparisons
• 4.3.1 Differences between the two systems
• 4.3.1.1 Objects
• 4.3.1.2 Construction
• 4.3.1.3 Content
• 4.3.1.4 Materials
• 4.3.2 Similarities of the two systems
• 4.4 Analysis of the WSLSs in HIT and OU
• 4.4.1 Advantages of the two systems
• 4.4.1.1 Advantages of the WSLS of HIT
• 4.4.1.2 Advantages of the WSLS of OU
• 4.4.2 Disadvantages of the two systems
• 4.4.2.1 Disadvantages of the WSLS of HIT
• 4.4.2.2 Disadvantages of the WSLS of OU
• 4.5 Specific suggestions to improve the WSLS of HIT
• 4.5.1 Analysis of the WSLS of HIT
• 4.5.2 Specific suggestions to improve the WSLS of HIT
• 4.6 Common deficiencies of WSLSs in China
• Chapter 5 Measures to improve postgraduates’English learning
• 5.1 How to build a nationwide WSLS
• 5.2 How to manage and improve WSLS
• 5.2.1 On the management of the learning system
• 5.2.1.1 Technical management
• 5.2.1.2 Repository management
• 5.2.2 On the improvement of the learning system
• 5.2.2.1 Perfect the external environment of the web-based self-access English learning
• 5.2.2.2 Improve the comprehensive abilities of both teachers and students
• 5.2.2.3 Realize the organic combination of web-based self-access English learning and the traditional teaching mode
• 5.3 How to use WSLS
• Chapter 6 Conclusion
• 6.1 Summary and implications
• 6.2 Limitations and suggestions for further study
• References
• Appendix
• Paper Published during Study
• Acknowledgements