技术调节大学外语教学模式比较--基于社会文化理论视角  

A Comparison of T echnology-mediated College English Teaching Models:From the Perspective of Sociocultural Theory

作　　者：刘立伟[1,3] 沈麟 徐鹏[3] LIU Liwei;SHEN Lin;XU Peng(School of Foreign Languages,Yunnan Minzu University,Kunming 650500,China;College of Foreign Languages,Guizhou University,Guiyang 50025,China;School of Education,Victoria University of Wellington,Wellington 6140,New Zealand)

机构地区：[1]云南民族大学外国语学院,云南昆明650500 [2]贵州大学外国语学院,贵州贵阳550025 [3]惠灵顿维多利亚大学教育学院,惠灵顿新西兰6140

出　　处：《宁波教育学院学报》2021年第6期59-63,共5页Journal of Ningbo Institute of Education

摘　　要：基于社会文化理论对大学外语教学中常用的五种技术调节教学模式进行了比较。这五种教学模式都能有利于外语学习环境的建构,交互条件和机会的创设,和学生自主学习的形成。同时它们又存在差异,对技术的依存程度不一,一种新模式的出现是对已有模式发展的结果。此外,模式之间相对独立,各有侧重,是一种相互交叉,彼此融合的关系。这一研究有助于一线教师整体把握这些教学模式,结合自身实际,利用技术进一步提高大学外语教学质量。Based on the Sociocultural Theory,this research analyses five technology-mediated teaching models commonly adopted in college English teaching.It is believed that these five teaching models help create a favorable learning environment,produce more interactive opportunities and cultivate self-directed learning.Meantime,they also differ from each other as they rely on technology to a varying degree and the emergence of a new model resulted from the improvement of the previous model.Moreover,these models are interrelated and overlapping with each other and should be dynamically integrated and operated according to the real situation of teaching and learning.Such a comparison aims to help classroom teachers obtain a holistic and sound understanding of these five teaching models and likely improve their teaching quality.

关 键 词：技术调节 学习理论 大学外语 外语教学 教学模式 社会文化理论 

分 类 号：G642.42[文化科学—高等教育学]