Computer-aided College English Visual-audio-oral Teaching on the Basis of Constructivism Theory: English Major of Wenzhou Medical College as a Case
Abstract: This paper explores how to make good use of multimedia to improve the teaching effect of college English visual-audio-oral teaching (CEVAOT) based on the Constructivism Theory. In order to investigate the current situation of computer-aided college English visual-audio-oral teaching (CACEVAOT), the English Major of Wenzhou Medical College was selected as the research object, and questionnaire, case study and interview were adopted as research methodologies. Based on the problems found, some suggestions and solutions are put forward, i.e. the importance of creating a good learning context, interaction and collaboration between teachers and students and class activities combined with extracurricular activities.
Key words: Constructivism Theory; computer-aided language learning; college English visual-audio-oral class
Abstract. v
摘要 v
Outline vi
提纲 vii
1. Introduction 1
2. Constructivism Theory and computer-assisted language learning 1
2.1 Constructivism Theory 1
2.1.1 The concept of Constructivism Theory 2
2.1.2 The learning environment of Constructivism 2
2.2 Computer-assisted language learning 3
2.2.1 The characteristics of computer-assisted language learning 3
2.2.2 The application of computer-assisted language learning 3
2.3 Limitations of current study and the creative points of this paper 4
3. Survey of the computer-aided college English visual-audio-oral teaching 4
3.1 Questionnaire 5
3.1.1 Participants 5
3.1.2 Design of the questionnaire 5
3.1.3 Data analysis 5
3.2 Case study 9
3.2.1 Subjects of the case study 9
3.2.2 Classroom observation 9
3.2.3 Implications 10
3.3 Interview 11
3.3.1 Interview informants 11
3.3.2 Design of the questions 11
3.3.3 Results analysis 11
4. Countermeasures on improving the computer-aided college English visual-audio-oral teaching effects 12
4.1 Creating a good learning context and atmosphere 12
4.2 Interaction and collaboration between teachers and students 13
4.3 Extracurricular activities combined with class activities 14
5. Conclusion 14
Works Cited 15
Appendix I 16
Appendix II 17
