Can foreign languages be tested online in the new era?

With the continuous development of Internet technology, the field of education is also trying to innovate. The emergence of webcasting teaching mode is the inevitable result of the integration of information technology and modern education. Although webcasting teaching has certain advantages compared with traditional offline teaching, there are still a series of problems that cannot be ignored in the practice of teachers and students. Based on the characteristics of offline foreign language teaching in colleges and universities, this paper deeply analyzes the difficulties faced by online live foreign language teaching mode in colleges and universities, and explores the best online live foreign language teaching mode in order to provide feasible suggestions for the reform and innovation of teaching methods in colleges and universities.

[Keywords:] colleges and universities; Foreign languages; Webcast teaching

The development of science and technology is the external driving force for the reform and development of higher education. The networked development of higher education has become the main trend, and the construction of networked teaching system in colleges and universities has become an important symbol of the development of modern higher education. [1] Online teaching based on webcasting teaching mode is deeply loved by teachers, and the strategic significance of teachers using online virtual platform to activate foreign language teaching is increasingly obvious. Compared with the traditional "face-to-face" teaching mode, the webcast teaching mode has its own advantages, but it also faces some problems and challenges in the practice teaching process, which needs urgent attention. At the same time, as a new thing in internet education, the teaching mode of webcasting has different views from all walks of life. Based on the above background, through our own practice and investigation, we deeply analyze the "short board" problems exposed by the teaching mode of college foreign language online live broadcast in the new period, explore the best teaching mode of foreign language online live broadcast, and provide some feasible suggestions for the exploration of innovative foreign language teaching mode and the reform of teaching information.

First, the characteristics of webcasting teaching mode

(1) Breaking through the Time and Space Boundaries Compared with the traditional classroom teaching for foreign language majors, mobile teaching has the characteristics of crossing time and space, interactivity and immediacy. [2] With the development of computer technology, webcasting course is a teaching mode that can realize information teaching, and it is a manifestation of distance teaching. When teachers and students can't get together in the same offline class, the traditional face-to-face teaching mode can't be carried out. In this case, webcasting teaching has opened up a new mode of education and teaching management for teachers and students. Teachers and students can conduct normal teaching and communication at home only through the information network technology platform, and are not limited by time and space.

(2) The classroom atmosphere is relaxed. Because of face-to-face communication with teachers, many students will inevitably feel nervous when answering questions. Therefore, there are often some problems in classroom teaching, such as students not actively answering questions and insufficient cooperative discussion, which also has a certain impact on the final effect of the classroom. For most foreign language majors, because they are ashamed to show their foreign language level in front of many students in the traditional face-to-face class, they will not raise their hands to speak after the teacher asks questions, or even avoid the teacher's eyes or bow their heads silently, resulting in insufficient communication and discussion. In webcasting teaching, teachers and students are connected through the network platform, and there is no face-to-face tension, so the classroom atmosphere is more relaxed and free.

(3) The utilization rate of curriculum resources is high. Webcast teaching mode is accompanied by various teaching resources to help teachers teach more effectively. The traditional face-to-face teaching mode has only one opportunity to attend classes. Once students miss some key points in class, they can only find classmates or teachers to answer them after class, which adds trouble to others to some extent. On the other hand, the webcast teaching platform can record the teacher's lectures at the same time. After class, recorded videos of corresponding courses will be displayed on the platform. Students can review and observe what they don't understand in the live broadcast after class, which not only solves their own confusion, but also does not disturb others. In this mode, students can study and review independently after class, and at the same time maximize the use of curriculum resources.

Second, the problems of webcasting teaching mode

(1) teacher 1. Teachers are not familiar with the operation of webcasting teaching. In the new era, offline education is becoming more and more popular, but many foreign language teachers are not adapted to online teaching, and some teachers are even unfamiliar with this teaching mode. Because they are accustomed to the traditional teaching mode, they can't change their thinking quickly, and their ability to operate the computer network is relatively weak, which leads to many unexpected problems in the online live teaching process, such as no sound in the video, the video and sound are not synchronized, and some teachers can't skillfully switch the interactive mode of lectures and answering questions. Therefore, educators need to constantly improve their network application ability to meet the requirements of the network media era and improve the quality of education. [3]2. Poor teaching design Due to the change of teaching methods, some teachers simply moved the offline classroom teaching mode directly to the online live classroom, lacking a certain teaching design, which led students to reflect on the teaching effect of webcasting and the teaching effect in the classroom. Compared with the traditional offline teaching mode, there is a lack of interactivity in the webcast classroom. There is a screen between teachers and students, so the design of interactive links is reduced and the effect is relatively poor. For foreign language subjects, good teaching design is more conducive to mobilizing students' enthusiasm. Teachers should make rational use of online teaching resources for teaching design, set up interactive Q&A sessions, and fully apply their face-to-face teaching ability and personal charm to the webcast class to make the whole class more substantial and vivid. There are many things that have nothing to do with teaching. Most colleges and universities need to collect necessary teaching feedback when implementing online teaching to ensure the quality of online teaching, and require students to punch in and upload photos in each class. In the webcasting course, the teacher will spend some time at the beginning of the course to see if every student has entered the live room, which delays the teaching time to a certain extent, and students can't quickly enter the learning state after entering the live room. At the same time, in the process of online teaching, various things such as network interruption and various noises will affect the teaching quality.

(b) student 1. Insufficient learning atmosphere When the classroom changes from the traditional classroom to other places, the traditional face-to-face teaching mode becomes a live webcast classroom, and students are also facing the inadaptability of online learning. The webcast class greatly reduced the face-to-face communication between teachers and students. In the current webcast class, the intimacy of face-to-face communication between teachers and students is gone, and both teachers and students are faced with cold screens, which greatly reduces students' interest in learning. In foreign language learning, a good learning atmosphere can greatly improve the quality of learning. The learning atmosphere for students to speak a foreign language in front of a computer screen is far less than that created by sharing and discussing together in the same classroom. 2. Lack of consciousness in learning Compared with traditional offline lectures, online live classes put forward higher requirements for learners' consciousness. In the traditional classroom, teachers can monitor students' state through real-time observation and remind students in time when their attention shifts. In the webcasting class, learners' effective learning depends on self-management and self-supervision, but for most foreign language learners, under the premise that the course content is boring, unsupervised and the teacher can only shout from a distance, they are often attracted and interfered by external factors. Therefore, the learning quality of students with low learning consciousness will decline.

(3) Platform 1. The network carrying capacity is limited. In China, the "Internet+Education" model is in the initial stage of development, and the webcast teaching model is also in its infancy. The development of webcasting teaching can not be separated from the support of network and teaching platform, but sometimes the base of teachers and students participating in online classroom is too large, and the network and platform are inevitably congested. Sometimes huge online teaching activities will cause network paralysis, unable to log in, slow loading, and unable to enter the live classroom. 2. Insufficient supervision and control ability. Most webcasting platforms can't monitor students' learning status behind the screen without turning on the camera, which leads to some students with incorrect learning attitudes taking the opportunity to make trouble. Most teachers use sign-in and random questions to test whether students are listening carefully, but they can't take care of every student. Especially in the online examination of foreign language courses, teachers can't know whether students use other software or methods to access materials, and the validity of the examination results can't be guaranteed. Therefore, the online teaching platform should strengthen the management and control of the platform, improve the quality of students' online teaching, and ensure the authenticity of the assessment results.

Third, the countermeasures to solve the problem of webcasting teaching

(1) Strengthening the training of teachers' online teaching skills The development of online education has brought good opportunities for teachers to improve their skills. With the normalization of "Internet+Education", some foreign language teachers who are used to the traditional face-to-face teaching mode have to change their teaching mode. How to adapt to live webcast teaching better and faster has become one of the key issues that teachers pay attention to. However, the usage rules of different online education platforms are different. Colleges and universities should carry out online teaching training for foreign language teachers, including old teachers, according to the actual situation, and further improve teachers' online teaching skills. Teachers should improve the teaching design and content of webcasting teaching in a planned and purposeful way, combine the desirable methods in the traditional face-to-face teaching mode with information technology, have strong information acquisition, information analysis and information processing capabilities, and integrate the teaching concepts, methods and strategies under the network mode into all the processes of network teaching. [4]

(2) Cultivate students' autonomous learning ability consciously. Online live broadcast teaching mode requires students to study consciously. Most foreign language learners are easily disturbed by other external factors because of the boring course content and weak willpower. Therefore, learners need to consciously eliminate these interferences and create an environment suitable for learning. In the process of webcasting teaching, students with weak autonomous learning ability and weak consciousness will have great problems in knowledge absorption and digestion. In addition to students' consciousness, teachers should also strive to strengthen guidance, standardize students' online classroom learning discipline, make them adapt to the online live teaching mode as soon as possible, innovate online teaching methods, and maximize the possibility of their independent learning. As the main body of learning, students' autonomous learning ability is very important to them. Therefore, it is necessary to strengthen the cultivation of students' autonomous learning ability, so that students can strengthen their beliefs and learn efficiently in the face of external temptations and vast learning resources.

(3) Optimize the online education platform and improve the teaching quality monitoring system. In order to effectively deal with the network quality problems caused by large-scale online education, platform managers need to increase the capacity of the course platform to ensure the online teaching, including live webcasting classes, to proceed steadily. In the process of webcasting teaching, platform developers should constantly improve the platform functions, improve the operability of the system, and develop new functions while avoiding network congestion to the greatest extent, so as to enhance the experience of teachers and students in webcasting teaching. On the basis of building a good online education platform, we use big data, cloud computing and other technologies to innovate the teaching quality supervision system, and realize real-time monitoring of students' dynamics while teachers broadcast classes live to ensure the quality of courses. Under the influence of online teaching, the education model in China is undergoing reform and innovation. Although the teaching mode of webcasting has the characteristics of strong interactivity and flexibility, there are also some problems that cannot be ignored, and the exposure of these problems also provides a good opportunity for the further development of online education. Teachers, students and platforms should face up to the problems exposed by the normalization of live classes. The discussion and attempt to solve these problems will accelerate the transformation and development of higher education and provide some ideas for future teaching reform and innovation.

References:

[1] Lu, Zhao Yushan. Challenges and Countermeasures of Foreign Language Teaching in Colleges and Universities in the Internet Age [J]. Heilongjiang Higher Education Research, 2014 (12):164-166.

[2] Wang Qunfeng. Research on the application of smart phones in mobile teaching for English majors [J]. China Education Informatization, 2020 (8): 59-6 1.

[3] Shi Hong. The Influence of Internet Media on College Students' Foreign Language Teaching [J]. News Front, 2015 (10):113-14.

[4] Zhang, Xu. Network teaching quality and teachers' self-monitoring [J]. Research on Continuing Education, 2011(1): 97-99.

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The Teaching Mode of Foreign Language Webcast in the New Period

The Teaching Mode of Foreign Language Webcast in the New Period

Abstract: With the continuous development of Internet technology, the field of education is also trying to innovate. The emergence of webcasting teaching mode is the inevitable result of the integration of information technology and modern education. Although webcasting teaching has certain advantages compared with traditional offline teaching, there are still a series of problems that cannot be ignored in the practice of teachers and students. Based on the characteristics of offline foreign language teaching in colleges and universities, this paper deeply analyzes the difficulties faced by online live foreign language teaching mode in colleges and universities, and explores the best online live foreign language teaching mode in order to provide feasible suggestions for the reform and innovation of teaching methods in colleges and universities.

[Keywords:] colleges and universities; Foreign languages; Webcast teaching

The development of science and technology is the external driving force for the reform and development of higher education. The networked development of higher education has become the main trend, and the construction of networked teaching system in colleges and universities has become an important symbol of the development of modern higher education. [1] Online teaching based on webcasting teaching mode is deeply loved by teachers, and the strategic significance of teachers using online virtual platform to activate foreign language teaching is increasingly obvious. Compared with the traditional "face-to-face" teaching mode, the webcast teaching mode has its own advantages, but it also faces some problems and challenges in the practice teaching process, which needs urgent attention. At the same time, as a new thing in internet education, the teaching mode of webcasting has different views from all walks of life. Based on the above background, through our own practice and investigation, we deeply analyze the "short board" problems exposed by the teaching mode of college foreign language online live broadcast in the new period, explore the best teaching mode of foreign language online live broadcast, and provide some feasible suggestions for the exploration of innovative foreign language teaching mode and the reform of teaching information.

First, the characteristics of webcasting teaching mode

(1) Breaking through the Time and Space Boundaries Compared with the traditional classroom teaching for foreign language majors, mobile teaching has the characteristics of crossing time and space, interactivity and immediacy. [2] With the development of computer technology, webcasting course is a teaching mode that can realize information teaching, and it is a manifestation of distance teaching. When teachers and students can't get together in the same offline class, the traditional face-to-face teaching mode can't be carried out. In this case, webcasting teaching has opened up a new mode of education and teaching management for teachers and students. Teachers and students can conduct normal teaching and communication at home only through the information network technology platform, and are not limited by time and space.

(2) The classroom atmosphere is relaxed. Because of face-to-face communication with teachers, many students will inevitably feel nervous when answering questions. Therefore, there are often some problems in classroom teaching, such as students not actively answering questions and insufficient cooperative discussion, which also has a certain impact on the final effect of the classroom. For most foreign language majors, because they are ashamed to show their foreign language level in front of many students in the traditional face-to-face class, they will not raise their hands to speak after the teacher asks questions, or even avoid the teacher's eyes or bow their heads silently, resulting in insufficient communication and discussion. In webcasting teaching, teachers and students are connected through the network platform, and there is no face-to-face tension, so the classroom atmosphere is more relaxed and free.

(3) The utilization rate of curriculum resources is high. Webcast teaching mode is accompanied by various teaching resources to help teachers teach more effectively. The traditional face-to-face teaching mode has only one opportunity to attend classes. Once students miss some key points in class, they can only find classmates or teachers to answer them after class, which adds trouble to others to some extent. On the other hand, the webcast teaching platform can record the teacher's lectures at the same time. After class, recorded videos of corresponding courses will be displayed on the platform. Students can review and observe what they don't understand in the live broadcast after class, which not only solves their own confusion, but also does not disturb others. In this mode, students can study and review independently after class, and at the same time maximize the use of curriculum resources.

Second, the problems of webcasting teaching mode

(1) teacher 1. Teachers are not familiar with the operation of webcasting teaching. In the new era, offline education is becoming more and more popular, but many foreign language teachers are not adapted to online teaching, and some teachers are even unfamiliar with this teaching mode. Because they are accustomed to the traditional teaching mode, they can't change their thinking quickly, and their ability to operate the computer network is relatively weak, which leads to many unexpected problems in the online live teaching process, such as no sound in the video, the video and sound are not synchronized, and some teachers can't skillfully switch the interactive mode of lectures and answering questions. Therefore, educators need to constantly improve their network application ability to meet the requirements of the network media era and improve the quality of education. [3]2. Poor teaching design Due to the change of teaching methods, some teachers simply moved the offline classroom teaching mode directly to the online live classroom, lacking a certain teaching design, which led students to reflect on the teaching effect of webcasting and the teaching effect in the classroom. Compared with the traditional offline teaching mode, there is a lack of interactivity in the webcast classroom. There is a screen between teachers and students, so the design of interactive links is reduced and the effect is relatively poor. For foreign language subjects, good teaching design is more conducive to mobilizing students' enthusiasm. Teachers should make rational use of online teaching resources for teaching design, set up interactive Q&A sessions, and fully apply their face-to-face teaching ability and personal charm to the webcast class to make the whole class more substantial and vivid. There are many things that have nothing to do with teaching. Most colleges and universities need to collect necessary teaching feedback when implementing online teaching to ensure the quality of online teaching, and require students to punch in and upload photos in each class. In the webcasting course, the teacher will spend some time at the beginning of the course to see if every student has entered the live room, which delays the teaching time to a certain extent, and students can't quickly enter the learning state after entering the live room. At the same time, in the process of online teaching, various things such as network interruption and various noises will affect the teaching quality.

(b) student 1. Insufficient learning atmosphere When the classroom changes from the traditional classroom to other places, the traditional face-to-face teaching mode becomes a live webcast classroom, and students are also facing the inadaptability of online learning. The webcast class greatly reduced the face-to-face communication between teachers and students. In the current webcast class, the intimacy of face-to-face communication between teachers and students is gone, and both teachers and students are faced with cold screens, which greatly reduces students' interest in learning. In foreign language learning, a good learning atmosphere can greatly improve the quality of learning. The learning atmosphere for students to speak a foreign language in front of a computer screen is far less than that created by sharing and discussing together in the same classroom. 2. Lack of consciousness in learning Compared with traditional offline lectures, online live classes put forward higher requirements for learners' consciousness. In the traditional classroom, teachers can monitor students' state through real-time observation and remind students in time when their attention shifts. In the webcasting class, learners' effective learning depends on self-management and self-supervision, but for most foreign language learners, under the premise that the course content is boring, unsupervised and the teacher can only shout from a distance, they are often attracted and interfered by external factors. Therefore, the learning quality of students with low learning consciousness will decline.

(3) Platform 1. The network carrying capacity is limited. In China, the "Internet+Education" model is in the initial stage of development, and the webcast teaching model is also in its infancy. The development of webcasting teaching can not be separated from the support of network and teaching platform, but sometimes the base of teachers and students participating in online classroom is too large, and the network and platform are inevitably congested. Sometimes huge online teaching activities will cause network paralysis, unable to log in, slow loading, and unable to enter the live classroom. 2. Insufficient supervision and control ability. Most webcasting platforms can't monitor students' learning status behind the screen without turning on the camera, which leads to some students with incorrect learning attitudes taking the opportunity to make trouble. Most teachers use sign-in and random questions to test whether students are listening carefully, but they can't take care of every student. Especially in the online examination of foreign language courses, teachers can't know whether students use other software or methods to access materials, and the validity of the examination results can't be guaranteed. Therefore, the online teaching platform should strengthen the management and control of the platform, improve the quality of students' online teaching, and ensure the authenticity of the assessment results.

Third, the countermeasures to solve the problem of webcasting teaching

(1) Strengthening the training of teachers' online teaching skills The development of online education has brought teachers a good opportunity to upgrade their skills. With the normalization of "Internet+Education", some foreign language teachers who are used to the traditional face-to-face teaching mode have to change their teaching mode. How to adapt to live webcast teaching better and faster has become one of the key issues that teachers pay attention to. However, the usage rules of different online education platforms are different. Colleges and universities should carry out online teaching training for foreign language teachers, including old teachers, according to the actual situation, and further improve teachers' online teaching skills. Teachers should improve the teaching design and content of webcasting teaching in a planned and purposeful way, combine the desirable methods in the traditional face-to-face teaching mode with information technology, have strong information acquisition, information analysis and information processing capabilities, and integrate the teaching concepts, methods and strategies under the network mode into all the processes of network teaching. [4]

(2) Cultivate students' autonomous learning ability consciously. Online live broadcast teaching mode requires students to study consciously. Most foreign language learners are easily disturbed by other external factors because of the boring course content and weak willpower. Therefore, learners need to consciously eliminate these interferences and create an environment suitable for learning. In the process of webcasting teaching, students with weak autonomous learning ability and weak consciousness will have great problems in knowledge absorption and digestion. In addition to students' consciousness, teachers should also strive to strengthen guidance, standardize students' online classroom learning discipline, make them adapt to the online live teaching mode as soon as possible, innovate online teaching methods, and maximize the possibility of their independent learning. As the main body of learning, students' autonomous learning ability is very important to them. Therefore, it is necessary to strengthen the cultivation of students' autonomous learning ability, so that students can strengthen their beliefs and learn efficiently in the face of external temptations and vast learning resources.

(3) Optimize the online education platform and improve the teaching quality monitoring system. In order to effectively deal with the network quality problems caused by large-scale online education, platform managers need to increase the capacity of the course platform to ensure the online teaching, including live webcasting classes, to proceed steadily. In the process of webcasting teaching, platform developers should constantly improve the platform functions, improve the operability of the system, and develop new functions while avoiding network congestion to the greatest extent, so as to enhance the experience of teachers and students in webcasting teaching. On the basis of building a good online education platform, we use big data, cloud computing and other technologies to innovate the teaching quality supervision system, and realize real-time monitoring of students' dynamics while teachers broadcast classes live to ensure the quality of courses. Under the influence of online teaching, the education model in China is undergoing reform and innovation. Although the teaching mode of webcasting has the characteristics of strong interactivity and flexibility, there are also some problems that cannot be ignored, and the exposure of these problems also provides a good opportunity for the further development of online education. Teachers, students and platforms should face up to the problems exposed by the normalization of live classes. The discussion and attempt to solve these problems will accelerate the transformation and development of higher education and provide some ideas for future teaching reform and innovation.

References:

[1] Lu, Zhao Yushan. Challenges and Countermeasures of Foreign Language Teaching in Colleges and Universities in the Internet Age [J]. Heilongjiang Higher Education Research, 2014 (12):164-166.

[2] Wang Qunfeng. Research on the application of smart phones in mobile teaching for English majors [J]. China Education Informatization, 2020 (8): 59-6 1.

[3] Shi Hong. The Influence of Internet Media on College Students' Foreign Language Teaching [J]. News Front, 2015 (10):113-14.

[4] Zhang, Xu. Network teaching quality and teachers' self-monitoring [J]. Research on Continuing Education, 2011(1): 97-99.

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