What are the English teaching modes under the network teaching?

Based on modern network technology, online English teaching provides students with an all-round and three-dimensional English teaching environment and improves their language application ability. Network English teaching makes use of abundant network resources and technologies, and fully shows its personalized teaching characteristics of flexibility, pertinence, real-time and autonomy in teaching implementation, which is not available in traditional English teaching. In traditional English teaching, teachers should take care of most students anyway, and can't aim at students' personal interests. Differences in teaching levels have been made in all aspects to meet the needs of all students. Online English teaching can truly realize personalized teaching through well-designed online courses, which can allow students to choose the way, content, time and place of learning according to their own interests, so that students can learn something, thus effectively cultivating their autonomous learning ability; In addition, the involvement of multimedia and network technology has created a good language environment and communication space for students. Teachers can also organize students to carry out various learning activities through the network, strengthen the communication between teachers and students, realize two-way interaction and real-time interaction, and thus cultivate students' ability to actually use language to communicate. Of course, due to the limitations of the network, network-based English teaching also has its shortcomings, such as: higher requirements for students' consciousness and initiative, lack of a strong classroom teaching supervision mechanism; Lack of real language environment, the authenticity of learning situation is not strong; Communication barriers caused by network problems.

In view of the advantages and disadvantages of the above online English teaching, this paper takes the English teaching in the online education college of China Renmin University as an example, firstly analyzes several existing online teaching modes, and on this basis, improves, supplements and comprehensively applies them, and gives the detailed realization process. This model takes into account the learning of language knowledge and the cultivation of language skills, and gets rid of the traditional teacher-centered English teaching model, making students truly become the main body of the learning process. The practice results show that this model can achieve good teaching effect.

1. Analysis of existing network teaching mode

According to the teaching organization form of teaching process and the initiative of students' learning process management under the network environment, the popular teaching modes are classified.

1. Teaching mode based on collective learning

This mode comes from the traditional classroom teaching mode, because it allows students of a certain scale to receive systematic knowledge and skills training in a short time, and is considered as one of the most economical teaching modes. Under the network environment, we can not only use the functions provided by the network to carry out "double-subject" teaching (the leading role of teachers and the main role of students), but also get rid of the limitations of the number, time and place of traditional classes, which breaks through the limitations of objective factors. Therefore, network teaching can be divided into synchronous teaching and asynchronous teaching according to the time difference between teachers and students logging in to the network, and different teaching methods will adopt different procedures, strategies and evaluation methods.

(1) synchronous teaching

Synchronous teaching means that teachers and students distributed in different places log on to the network at the same time for online teaching. Teachers transmit teaching information to students through visual demonstration, oral explanation, text reading and other means in the distance teaching classroom, and the network transmits these information to the distance learning classroom where the students are located. Students learn by observing and perceiving, understanding textbooks, practicing and consolidating, understanding and using, and students and teachers can interact simply through certain equipment. This mode requires the use of real-time interactive distance teaching system, so it has higher requirements for network transmission rate and hardware equipment.

(2) Asynchronous teaching

Under the network teaching mode of asynchronous teaching, teachers compile teaching materials such as teaching requirements, teaching contents and teaching evaluation into HTML files and store them on the WEB server. Students can learn by browsing these web pages, that is, online courseware. In addition, you can actually shoot the teacher's classroom teaching and make it into a streaming media CD courseware after proper editing. Students can ask the teacher through BBS or email when they encounter problems.

The characteristic of this model is that teaching activities can be carried out 24 hours, and each student can determine the learning time, content and progress according to his own actual situation, and can download the learning content online or consult the teacher at any time.

2. Teaching mode based on individualized learning.

This model can be divided into five categories: self-study counseling, mastery learning, case learning, problem teaching and inquiry learning.

Although there are some differences between these teaching modes, they also have * * * characteristics in operation. For example, their learning support methods include the following ways:

(1) is implemented asynchronously and not in real time by mail;

(2) Real-time implementation through online chat;

(3) A question bank written by teachers and stored in a specific server;

(4)BBS system can not only provide powerful communication function for students' learning, but also provide support for learning.

3. Teaching mode based on group learning.

(1) Discuss the learning mode

BBS based on Internet can easily realize online discussion and learning. Discussion learning mode can also be divided into online discussion and asynchronous discussion. Online discussion is similar to group discussion in traditional classroom teaching, where teachers ask questions and students discuss in groups. Asynchronous discussion is an initial problem that can cause controversy when subject teachers or subject experts design around the theme, and a corresponding subject discussion group is established in BBS system, and students participate in a discussion group to discuss or speak. Teachers should also design follow-up questions that can gradually lead the discussion to a deeper level, so that students in the group can learn further.

(2) Cooperative learning mode

Collaborative learning is all related behaviors that students participate in groups, cooperation and mutual assistance under certain incentive mechanism in order to achieve the same learning goals and maximize the acquisition results of individuals and others. In collaborative learning, learners, with the help of others (including teachers and learning partners), realize two-way interaction between students, use necessary learning materials to give full play to their initiative and enthusiasm, construct meaning to obtain the essence, laws and internal relations of things, and emphasize learners' creativity, autonomy and interaction.

2. The improved mode of combining asynchronous teaching with self-study counseling.

Whether in the network teaching mode or the traditional teaching mode, the most direct way to learn language knowledge is the teacher's explanation. Therefore, the lecture-based teaching mode still plays an important role in online English teaching. As mentioned above, synchronous teaching requires high network transmission rate and hardware equipment, and at the same time, it has certain restrictions on learning time and learning content, so it is not interactive; Asynchronous teaching is more flexible, and students can freely choose the time, content and progress of learning. Therefore, asynchronous teaching mode is widely used in online English teaching.

In practical teaching, besides imparting language knowledge, we should also pay attention to the training of language skills, while the teaching model derived from traditional teaching is difficult to cultivate students' language application ability. Therefore, we choose a self-study tutoring mode which is interactive and independent and conforms to the law of foreign language teaching to realize the cultivation of language skills. This model gradually improves students' language application ability through discussion and exchange, teacher's inspiration and answering questions, and practice summary, and also helps students to cultivate their autonomous learning ability and master learning strategies. In this way, through the combination of these two modes, we can train language skills while imparting language knowledge.

However, these two teaching modes also have some shortcomings. For example, asynchronous teaching lacks effective supervision and real-time interaction with students, and self-study counseling has different needs for learning guidance because of students' uneven foundation and learning ability, and teachers' guidance is relatively weak. In view of this, we have made the following improvements and supplements to these two teaching modes: (1) adding "online guidance" module to strengthen the leading role of teachers; (2) In learning evaluation, formative evaluation and summative evaluation are combined to strengthen learning monitoring; (3) In order to strengthen the real-time interaction in the learning process, in addition to using BBS, e-mail and other conventional communication means, a voice classroom which can realize real-time interaction has been set up, creating a good language learning environment for students. The specific teaching process is as follows:

1. Courseware learning

As mentioned above, under the teaching mode of asynchronous teaching, students can use network courseware or CD-ROM courseware to achieve their learning goals. In this way, students can get the teacher's teaching content anytime and anywhere without studying in the designated time and classroom. At the same time, this model also requires that courseware can fully reflect the characteristics of learners and be suitable for the expression and transmission of online information in order to achieve good teaching results. Our courseware meets this requirement. It integrates learning columns and interactive functions and is designed under the guiding ideology of taking students as the main body. Take College English Intensive Reading (1) as an example. The traditional English intensive reading course mainly depends on the teacher's classroom teaching. Students passively accept knowledge according to the teacher's arrangement and have no choice in learning time, learning place, learning content and learning progress. Students basically have no autonomy, and their interest in learning is difficult to be considered. But our online English teaching scientifically divides the course learning into several modules, including course explanation, example analysis, exchange garden and supporting exercises suitable for different learning stages and different teaching purposes. In addition, the courseware is interspersed with vivid flash animation and a large number of materials and pictures reflecting the cultural background of English-speaking countries, which provides a vivid scene for language learning. To sum up, the courseware is interactive, concentrated in resources, informative and intuitive. It not only ensures the acquisition of a lot of language knowledge, but also pays attention to the cultivation of language skills. Moreover, students can choose the learning content purposefully according to their own foundation, needs and interests, and give full play to their initiative and enthusiasm.

2. Online guidance

Network teaching emphasizes the teaching structure of leading subjects. While giving full play to students' initiative and creativity and cultivating innovative talents with innovative thinking and ability, the leading role of teachers can not be ignored. And our leading role is mainly achieved through online guidance, which includes the following contents:

(1) Clarify the learning tasks and requirements, help make learning plans and master the learning methods of online courses.

Online learning does not mean that students and teachers are completely separated. Teachers should give full play to the leading role and give overall guidance to students. The so-called integrity means that teachers should help students understand the characteristics of online learning and online English courses, define their learning tasks, make online learning plans according to students' requirements and their own conditions, and then familiarize themselves with online learning steps. Our usual practice is to publish materials such as Introduction to Learning, Teaching Plan for this semester and Online Learning Guide on the Internet at the beginning of the semester, so that students can make clear the specific steps, objectives and methods of course learning under the guidance of teachers and in combination with their own actual situation.

(2) According to the specific teaching content, provide various forms of counseling materials.

Different from the traditional teaching mode, the main feature of online teaching mode is that students become the main body of the learning process, but this does not mean that the learning process is completed by students independently, and teachers must effectively organize and intervene in learning activities. For example, according to the teaching plan and teaching content, it is necessary to refine the important language points of each unit in stages and turn them into an outline "stage guidance" and a focused and detailed "weekly guidance" as an important supplement to the courseware content and put them on BBS; In addition, according to the teaching emphasis and difficulty of each unit, on the boundary slightly ahead of the students' knowledge level, some problems that need to be paid attention to in a unit study are preset in advance, and they are put forward and explained in stages. In fact, they are helping students ask questions, such as "Do you know how to use it?" ","Some Frequently Asked Questions about Subordinate Emotions "and so on; The guidance of learning methods is also an important content in teaching activities. According to the daily communication and observation with students, providing appropriate guidance materials for learning methods is helpful to guide students to develop good study habits and master learning strategies.

Answer questions online

No matter what kind of teaching mode, answering questions is a very important link in the teaching process. In classroom English teaching, teachers are limited by time and space to answer questions, so students have limited opportunities to ask questions from teachers. The way to answer questions is basically a question-and-answer type. Students are sometimes ashamed to ask questions because of psychological factors, and teachers get very limited feedback. However, in online English teaching, due to the limitation of time and space, every student can ask questions to the teacher at any time through BBS, E-mail and voice classroom according to his own learning situation. In the process of answering questions, teachers can try to use heuristic words and adopt the form of discussion to help students find the answer after many interactions. Its advantages are that it pays attention to the process of analysis, avoids simple questions and answers, and stimulates students to think independently; Because the discussion between teachers and students is conducted in a virtual environment, students can completely overcome their timidity and actively communicate with teachers in classroom teaching, so teachers can get more feedback information, so that they can understand their own learning situation and adjust their teaching work. In this process, students can also read some reference materials provided by teachers.

4. Self-study counseling

Self-study guidance is mainly aimed at college English extensive reading and listening and speaking courses, requiring students to learn courseware and teaching materials independently. The specific process is as follows: defining learning tasks-providing learning points and methods-students' self-study-discussion and exchange-teachers' inspiration and answering questions-practice summary. Using this model, students can carry out discussion and exchange activities under the organization of teachers. In the process of discussion, teachers need to help students formulate topics for discussion and give clues and hints when necessary. In addition, teachers must follow up the discussion at any time, give timely guidance, avoid deviating from the topic in the discussion, summarize and evaluate after the discussion, and fully affirm the active participation of students, so as to stimulate students' enthusiasm for learning English. For example, in practical teaching, in order to create a good language learning environment for students, we set up an "English corner" with the help of the pronunciation classroom. Every activity, we must determine a communication theme in advance and choose an event host. The host should organize the whole exchange activities, stimulate everyone's desire to communicate and summarize the activities at the same time. In addition, teachers participate in and assist students to establish English learning forums and learn English with students. The purpose of this is to let every student have the opportunity to communicate with teachers and classmates in English, and every student can get personalized guidance from teachers according to his own needs; In addition, because teachers and students get along with each other in a virtual environment, students' timidity will not exist in classroom teaching, and then each student will get a broader learning space and more learning opportunities, that is, in this exchange, students' language ability will be further improved.

5. Learning evaluation

At present, our learning evaluation is mainly aimed at college English intensive reading course, and adopts the mode of combining formative evaluation with summative evaluation. Due to the limitations of the network, the lack of supervision is a common problem in online teaching, and for language learning, the usual accumulation is very important. Therefore, we mainly use "course assignments" to make formative evaluation of students. Course assignments are designed in stages according to the content of each unit. Students must pass all the course assignments before they can be qualified for final evaluation and pass the exam of this course. Summative evaluation is mainly achieved through centralized examination.

The convenient and flexible "Five Arbitraries" of online education (anyone, anytime, anywhere, starting from any chapter, learning any course) directly reflects the characteristics of active learning in the learning mode, which fully meets the basic requirements of developing modern education and lifelong education. This paper takes the English teaching in the online education college of China Renmin University as an example, improves, supplements and comprehensively applies the existing online English teaching mode, and gives the detailed realization process. This model gives consideration to the study of language knowledge and the cultivation of language skills, and gets rid of the traditional teacher-centered English teaching model, which effectively stimulates students' enthusiasm for learning, ensures the full play of students' main role, greatly improves students' language application ability and receives good teaching results. Therefore, this teaching mode not only realizes the real network teaching to the maximum extent, but also conforms to the basic laws and requirements of college English teaching, and at the same time reduces the negative impact brought by the network as much as possible.

Of course, other online teaching modes may also play a good role in online English teaching. We will continue to explore in the future work, make full use of the advantages of the network, and seek a better online English teaching model.