【作者】 隋晓冰；

【导师】 陈坚林；

【作者基本信息】 上海外国语大学 ， 英语语言文学， 2013， 博士

【摘要】 随着信息技术的突飞猛进，网络信息技术与大学英语课程的整合从根本上改变了大学英语教学的本质，大学英语课堂教学也从传统课堂走向了现代网络环境下大学英语课堂。2007年8月，教育部颁发的《大学英语课程教学要求》明确提出了“基于计算机和课堂的大学英语教学模式”。在大学英语教学改革历程中，作为一种全新的教学形式，网络环境下大学英语教学为课堂教学带来优势的同时，也带来了教学理念、教学方法、教学模式等各方面的冲击，在学生、教师和环境层面都出现了一些与教改模式不协调的现象，传统大学英语课堂的生态平衡被打破，影响了教改模式的顺利实施。分析并解决这些失调问题，寻找生态化大学英语课堂教学优化途径变得意义重大。基于这个目标，本文要梳理并回答以下几个问题：（1）网络环境下大学英语课堂教学模式改革给大学英语课堂教学带来了哪些变化？（2）这些变化中的不协调因素是什么？（3）这些不协调因素的表现以及产生的根源是什么？(4）解决网络环境下大学英语课堂教学失调现象的理论和原则是什么？（5）怎样建设一个网络环境下大学英语课堂教学的优化框架？笔者以行为主义理论、认知主义理论、人本主义理论、建构主义理论为理论基础，首先通过研读文献，利用定性的方法详细阐述了论文的研究背景、意义、国内外相关研究现状以及计算机网络与大学英语课程整合的发展历程。其次，针对黑龙江省地方高校佳木斯大学网络环境下大学英语教学改革实际，通过问卷调查、实地考察、研读校本课改文件、深度访谈及课堂观察等实际研究方法和手段，从宏观角度了解该校计算机网络与大学英语课程整合的现状及师生在课程整合过程中遇到的难题，总结教学改革过程中网络环境下大学英语课堂教学中的失调表现，按照本文界定的网络环境下大学英语课堂概念：网络自主学习课堂、PPT面授课堂、网络课程选修课堂为研究调查范围，重点从学生、教师和课堂环境三个角度归纳大学英语课堂教学失调问题，分析失调的原因，挖掘影响网络教学模式成功建构的制约因素。（2012黑龙江省大学英语课程评估作为重要佐证材料）通过实证研究,失调现象可从学生、教师、环境等三个层面总结如下：1)学生层面的失调现象为:学生自主学习观念和能力不强；缺乏良好的信息素养；自主学习效果不佳（表现为：自主学习动机偏差；元认知策略缺失；出现情感焦虑现象；自主学习外部监控缺失）。2）教师层面的失调表现为:教师的教学信念与实际教学不符；教师信息意识与信息知识不匹配；教师课堂教学方法与现代信息技术应用失调。3）教学环境层面的失调表现为:网络教学硬件环境与改革模式不匹配；网络教学资源没有得到充分利用，个性化教学资源不足，教学平台智能化程度不高；大学英语教学评价与网络环境不协调；大学英语课程设置与教学目标和信息技术的应用不协调，网络选修课堂生态系统出现失衡现象等。最后,在教育生态学理论的指导下，根据教学优化五项基本原则，笔者在借鉴了众多学者研究成果的基础上，经过实证探索，试图构建一个“以教师发展、学生自主为核心，生态化课堂教学环境为支撑的大学英语课堂教学优化框架”。以此框架，笔者试图为网络环境下大学英语课堂教学的失调现象找到优化的途径。此框架涉及教师发展、学生自主和课堂教学环境生态化三个方面：（1）教师发展是指构建以优化教师教学观、教师信息素养、建立教学方法多元化理念为核心的现代化教师发展框架，以此框架进一步强化教师自我发展和终生学习的理念，并提出教师自主、智能化教师发展平台建设、完善机构培训以及师培内容信息化等四项重要支撑内容。（2）学生自主是指建立以优化学生自主学习观、信息素养、学习动机、自主学习策略为内涵的学生自主学习能力培养框架。笔者建议从“显性”“隐性”两个方面，对学生进行外语学习理论指导、学习策略培训；重视网络环境下学生自主学习情绪调节；提出了教师、班主任、教学管理员以及平台技术等全员参与的多元监控体系；创新地组成了一个网络环境下大学生自主学习英语的策略群，其中主要有5种大的策略范畴和12种网络环境下的自主学习策略分支。（3）生态化大学英语课堂教学环境构建是指优化硬件环境建设与服务、建设多元化、个性化、生态化软件环境的理念，提出了生态融合型多元课程设置、生态多元评价体系建设以及个性化教学资源、平台建设等见解。本文以教改模式中大学英语课堂教学的失调现象为切入点，在实证与思辨的基础上力求构建一个生态化大学英语课堂教学优化框架。本文研究成果对当前网络环境下大学英语课堂教学质量的提高、教改模式的完善具有实际的参考和借鉴价值，针对学生终身学习、教师发展的理念具有一定的促进作用。更多还原

【Abstract】 The information technology assisted English teaching has witnessed fastdevelopment and entered the classroom through course integration process. Theintegration radically changes the essence of college English teaching, and thereforethe traditional teaching mode, which simply includes teachers, textbooks, and students,has been challenged. Emphasis is gradually placed on the new teaching mode, whichintegrates information technology with the traditional classroom teaching. In otherwords, information technology has become an integral part in today’s web-basedcollege English teaching classroom.College English Curriculum Requirements, issued by the Ministry of Education inAugust,2007, explicitly points out that colleges and universities should make full useof modern technology, and adopt computer and classroom-based English teachingmode. As a new teaching mode, web-based English teaching can cause great changesin many teaching components, such as teaching philosophy, methods, and mode. Asits core part, classroom teaching plays an important role in the teaching process. Thefactors that influence the teaching are students, teachers, and teachingenvironments. Web-based English teaching is the application of modern technology toteaching, and nothing makes the perfect combination of teaching and technology thanthe integration of technological environment and teaching objects (teachers andstudents). Undoubtedly, changes in teaching components have triggered mismatchesbetween teachers, students, and teaching environments during the process of teachingreform. Thereby, this dissertation aims to explore and analyze these malfunctions inorder to build an applicable framework of optimization in college English classroomteaching. This research focuses on the optimization study in web-based collegeEnglish classroom teaching. The whole research aims to answer following questions:First, what changes will be brought about in English learning classroom afterweb-based teaching reform? Second, what are the factors of mismatches? Third, whatare the manifestations of these mismatch factors, and how do they happen? Fourth,what are the theoretical basis and principles to solve these “mismatches” in web-based college English classroom teaching? Last, how to build a framework of optimizationin college English classroom teaching?Based on Behaviorism Learning Theory, Cognitive Theory, and Constructivism,this dissertation utilizes both qualitative research and quantitative research. At thebeginning, this dissertation explains the research background, the significance ofresearch, the general review of relevant literature, and the development of integrationof information technology into college English Curriculum. Then, this dissertationexplores the current situation and problems in Jiamusi university during the process ofintegration of information technology into the college English curriculum throughquestionnaire, field study, school-based teaching reform documents, depth interviewand classroom observations. The mismatches in web-based college English teachingreform from the aspects of teacher, student, as well as teaching environment are alsodiscussed. To be more specific, web-based autonomous learning classroom,PPT-assisted classroom, and web-based elective course classroom are chosen asclassroom observation targets. From the above three perspectives, the reasons ofmalfunctions, as well as the restriction factors of web-based teaching mode areanalyzed. Meanwhile, the assessments results from the author, as the expert in collegeEnglish curriculum evaluation of Heilongjiang Province serve as an importantreference.Through empirical research, this dissertation points out there are mismatches interms of teachers, students, as well as teaching environment. The mismatches atstudents’ level include following aspects:(1) students’ autonomous learning beliefsand abilities are weak;(2) students lack good information literacy;(3) autonomouslearning is proved to be not effective. To be specific, there are four subcategories forthe third mismatch: students’ learning motivation is mainly instrumental motivation;students are lacking in metacognitive strategies for autonomous learning; studentshave the problem of emotional anxiety when they are doing autonomous learning; andstudents’ autonomous learning is inconsistent with teachers’ external-monitoring.The mismatches at teacher’s level are as follows:(1) teachers’ beliefs do not matchactual teaching process;(2) teachers’ information consciousness do not match their information knowledge;(3) teachers’ teaching methods do not match moderninformation technology (such as the lacking of application innovation in multimediatechnology, teachers’ over dependence on PPT, and the lack of flexible application ofthe reformation model). The mismatches at the teaching environment level are asfollows:(1) network teaching hardware environment do not match with new model;(2) network teaching resources are not fully utilized, such as the inadequateindividualized teaching resources, and the low intelligence of teaching platform;(3)the formative evaluation on web-based college English teaching is far behind theactual situation of teaching;(4) the college English curriculum is inconsistent withteaching objectives and the application of information technology.From the perspective of Education Ecology, this dissertation argues thatweb-based college English classroom should be viewed as a teaching ecosystem:when new technology is introduced, it conflicts with the ecological factors in theecosystem, which causes mismatches in teaching operation. Thus, through applyingthe ecology of education theory into college English teaching, we can build acomplete academic system of ecological college English (Chen,2010). Based on theanalysis of each factor’s current situation and their development in the ecosystem ofEnglish teaching, this dissertation points out that dynamic balance in the ecosystem ofcollege English classroom teaching can be maintained, and web-based college Englishclassroom teaching can be optimized.Based on the previous research results and five principles, this dissertationtries to build an applicable optimization framework of college English classroomteaching, which centers on teacher development, student autonomy, and the support ofecological teaching environment.To reconcile the mismatches in web-based collegeEnglish classroom teaching, this dissertation argues that the framework should includethe aspects of teacher development, student autonomous learning, and classroomteaching environments. According to this framework, the teacher development shouldinclude the modernized teacher development framework with the core ideas ofoptimizing the teachers’ perception, teachers’ information literacy, and diversifiedteaching methods, in which the concepts of teachers’ self-development and life-long learning are emphasized. Moreover, the four important supporting contents wereproposed: the teacher autonomy, the construction of intelligent teacher developmentplatform, perfecting the training organization, and the informationization of teachers’training. This dissertation also proposes that student autonomy should be a frameworkof cultivating student autonomous learning abilities, which includes students’autonomous learning, information literacy, and autonomous learning strategies as thecore. At the meantime, the reinforcement of external-monitoring should play the roleof ancillary service. The suggestions are made in this dissertation that students shouldbe trained in their learning strategies and theories, and regulated in their mood fromimplicit and explicit aspects. Therefore, this dissertation proposes a multi-monitoringsystem, which includes teacher, head teacher, teaching administrator and platformtechnician. Moreover, a strategic group of autonomous learning based on network isconstructed, which consists of five major strategy categories as well as twelve minorautonomous learning branch strategies. This dissertation also proposes that theconstruction of ecological college English teaching environment should includehardware environment construction and service as well as the construction of thediversified, personalized and ecological software environment.This dissertation conducts a comprehensive and systematical study on collegeEnglish classroom teaching from the three dimensions of teachers, students andteaching environment through the empirical research by taking the mismatches in thenew teaching model as the focus. It is hoped that by applying the theory of educationecology to optimize classroom teaching and building an applicable optimizationframework of college English classroom teaching, this research can provide guidanceand reference to the improvement of teaching quality and teaching reform model inweb-based college English classroom, and promoting the concepts of the students’lifelong learning and teacher development.更多还原