隨著CALL(計(jì)算機(jī)輔助語言學(xué)習(xí))的發(fā)展，市場上出現(xiàn)了大量的多媒體課件，但質(zhì)量參差不齊，且真正能應(yīng)用于課堂教學(xué)的并不多。作為語言教師，應(yīng)該怎樣做才能適應(yīng)多媒體時(shí)代的要求，開發(fā)和利用課件來促進(jìn)學(xué)習(xí)者學(xué)習(xí)，提高教學(xué)質(zhì)量已成為當(dāng)前眾人關(guān)注的焦點(diǎn)。本文從計(jì)算機(jī)輔助語言學(xué)習(xí)的發(fā)展與第二語言習(xí)得關(guān)系入手，分析了當(dāng)前的使用現(xiàn)狀，歸納出應(yīng)用中的問題，最主要的原因是大部分課件設(shè)計(jì)和開發(fā)基礎(chǔ)仍是傳統(tǒng)的行為主義教學(xué)理論，并且現(xiàn)有課件的設(shè)計(jì)缺少語言教學(xué)專家的參加。鑒于此，本文以為建構(gòu)主義理論基礎(chǔ)，提出在多種多媒體教學(xué)模式下教學(xué)軟件的設(shè)計(jì)原則，鼓勵(lì)語言教師設(shè)計(jì)或與軟件開發(fā)專業(yè)人員合作開發(fā)高質(zhì)量課件。除了探討在建構(gòu)主義指導(dǎo)下開發(fā)課堂教學(xué)軟件一般過程和步驟外，本文還從軟件的主題、核心教學(xué)法、用戶界面及實(shí)用性等方面提出了語言教師選擇和應(yīng)用課件的一般標(biāo)準(zhǔn)。更值得一提的是本文還通過對當(dāng)前市場上國內(nèi)和國外流行的一些教學(xué)軟件的分析和評價(jià)，概括出應(yīng)用這些軟件的特點(diǎn)來促進(jìn)語言學(xué)習(xí)者閱讀、詞匯、聽說等語言技能提高的方法。

【文章頁數(shù)】：87 頁

【學(xué)位級別】：碩士

【文章目錄】：
Chapter Ⅰ Introduction
    1.1 Development of CALL and second language acquisition
        1.1.1 Behavioristic CALL
        1.1.2 Communicative CALL
        1.1.3 Integrative CALL
    1.2 Types of courseware
        1.2.1 Behavioristic, communicative, integrative courseware
            1.2.1.1 Behavioristic CALL courseware
            1.2.1.2 Communicative CALL courseware
            1.2.1.3 Integrative CALL courseware
        1.2.2 Drill-and-practice, Instructional and Simulation courseware
            1.2.2.1 Drill-and-practice courseware
            1.2.2.2 Instructional courseware
            1.2.2.3 Simulating courseware
        1.2.3 Courseware for teachers and courseware for learners
    1.3 Advantages of CALL courseware
        1.3.1 Variety of the ways of information demonstration
        1.3.2 Great amount of comprehensive language input
        1.3.3 Individual learning
        1.3.4 Improvement of interaction between student and computer
    1.4 Weaknesses of courseware
        1.4.1 Lack of guidance from advanced teaching theory
        1.4.2 Role displacement of courseware designers and users
        1.4.3 Resistance to use
        1.4.4 Decrease of interaction between students and teachers
Chapter Ⅱ Constructivism-based CALL
    2.1 The basics of constructivism
    2.2 Constructivism learning theory and SLA
        2.2.1 Assimilation and accommodation
        2.2.2 Piaget’s modal and Krashen’s theory
        2.2.3 Constructivist learning and teaching theory
    2.3 Constructivism and Integrative CALL
    2.4 Constructivist environment and CALL courseware design
        2.4.1 Constructivist learning environment designing
        2.4.2 Guidance for CALL courseware design
Chapter Ⅲ Modes of CALL Software and Designing Principles Based on Constructivism
    3.1 Ordinary Classroom Teaching Mode
        3.1.1 Characteristics of classroom teaching
        3.1.2 Call for constructivist courseware
        3.1.3 Principles of courseware design
    3.2 Individualized Learning Mode
        3.2.1 Advantages and disadvantages of individualized learning
        3.2.2 Principles of courseware design
    3.3 Network Classroom Mode
        3.3.1 Limitations of the above two modes
        3.3.2 Characteristics of Network Classroom teaching
        3.3.3 Principles for courseware design
    3.4 Virtual Reality Mode
        3.4.1 Computer simulation
        3.4.2 Principles for courseware design
    3.5 Distance Education Mode
        3.5.1 Characteristics of distance education
        3.5.2 Advantages of networks in distance education
        3.5.3 Principles of courseware design
    3.6 Summary
Chapter Ⅳ The Development of CALL courseware for classroom teaching
    4.1 Identification of the objectives of instruction
        4.1.1 The cognitive domain
        4.1.2 The affective domain:
        4.1.3 The psychomotor domain:
    4.2 Selection of topics
    4.3 Draft of Design
    4.4 Materials seeking:
    4.5 Design of instruction
    4.6 Evaluating
    4.7 Other Perspectives on courseware development
Chapter Ⅴ Criteria for Application of CALL Software
    5.1 Content and methodology
    5.2 Instructional criteria
    5.3 Interface criteria
        5.3.1 Interactivity
        5.3.2 Display of elements and connections between them
        5.3.3 Colors, highlighting, and display building
    5.4 Pragmatic criteria
Chapter Ⅵ Application of CALL Courseware
    6.1 For Reading
        6.1.1 Research on reading in CALL
        6.1.2 Ways to improve reading
            6.1.2.1 Hypertext
            6.1.2.2 Multimedia reading
            6.1.2.3 Text manipulation
            6.1.2.4 Providing comprehensible input
            6.1.2.5 Timed or paced readings
            6.1.2.6 Websites for further information
    6.2 For Listening and for speaking
        6.2.1 An overview
        6.2.2 Four types of courseware and their application
            6.2.2.1 Listen/watch-Repeat
            6.2.2.2 Record-Compare
            6.2.2.3 ASR (automatic speech recognition)
            6.2.2.4 Simulated Game
    6.3 For Vocabulary
        6.3.1 Development of Lexical CALL courseware
        6.3.2 Ways to help vocabulary acquisition
            6.3.2.1 Hypertext in reading courseware
            6.3.2.2 Repetition and recall
            6.3.2.3 Games for learning vocabulary
            6.3.2.4 Electronic dictionary
Chapter Ⅶ Conclusion
Bibliography



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