本文選題：日語(yǔ)學(xué)習(xí)網(wǎng)站 + 遠(yuǎn)程教育��； 參考：《湖南大學(xué)》2013年碩士論文

【摘要】：21世紀(jì)是互聯(lián)網(wǎng)時(shí)代。以教師講解為主的的傳統(tǒng)教學(xué)方式已經(jīng)無(wú)法完全適應(yīng)時(shí)代發(fā)展的需求。同時(shí)，由于高校擴(kuò)招學(xué)生增多，課程設(shè)置不合理且授課時(shí)間不足，有經(jīng)驗(yàn)的優(yōu)秀教師不足等問(wèn)題，如何把多媒體網(wǎng)絡(luò)技術(shù)靈活應(yīng)用于日語(yǔ)教學(xué)，已經(jīng)成為每一個(gè)日語(yǔ)教師必須思考的問(wèn)題。眾多的日語(yǔ)教育者與學(xué)者已經(jīng)充分意識(shí)到了網(wǎng)絡(luò)教學(xué)的優(yōu)越性與必要性，紛紛從各個(gè)角度闡釋了如何利用多媒體及因特網(wǎng)進(jìn)行日語(yǔ)教學(xué)以及因特網(wǎng)給日語(yǔ)教學(xué)所帶來(lái)的影響。 本論文以傳統(tǒng)的對(duì)比分析研究法為基礎(chǔ)，選取三個(gè)較有代表性的中國(guó)日語(yǔ)學(xué)習(xí)網(wǎng)站——滬江日語(yǔ)、和風(fēng)日語(yǔ)、咖啡日語(yǔ)，，然后進(jìn)行簡(jiǎn)單介紹及對(duì)比分析，根據(jù)鄭起永的日語(yǔ)學(xué)習(xí)網(wǎng)站評(píng)價(jià)理論對(duì)網(wǎng)站進(jìn)行有效分析，抓住研究對(duì)象的特點(diǎn)，理清研究對(duì)象脈絡(luò)，形成體系。在利用參考已有文獻(xiàn)的基礎(chǔ)上，融入自己的觀(guān)點(diǎn)和想法，通過(guò)對(duì)日語(yǔ)教育者與學(xué)習(xí)者關(guān)于中國(guó)日語(yǔ)學(xué)習(xí)網(wǎng)站的利用情況的調(diào)查，以促使教師今后更好地指導(dǎo)學(xué)生利用網(wǎng)絡(luò)學(xué)習(xí)，以及讓學(xué)生更好地利用網(wǎng)絡(luò)進(jìn)行自主學(xué)習(xí)及協(xié)作學(xué)習(xí)。 本文由三章構(gòu)成，分別是緒論、正文和結(jié)論三部分。緒論主要概括本文的研究對(duì)象，研究方法以及研究意義。正文主要分為二個(gè)部分，第一部分說(shuō)明中國(guó)日語(yǔ)學(xué)習(xí)網(wǎng)站的現(xiàn)狀，并對(duì)此進(jìn)行了分類(lèi)整理，然后選取三個(gè)中國(guó)具有代表性的日語(yǔ)學(xué)習(xí)網(wǎng)站，進(jìn)行簡(jiǎn)單介紹及異同點(diǎn)分析，并指出日語(yǔ)學(xué)習(xí)網(wǎng)站努力完善的發(fā)展方向；第二部分是對(duì)日語(yǔ)教師與學(xué)習(xí)者如何利用中國(guó)日語(yǔ)學(xué)習(xí)網(wǎng)站進(jìn)行的考察研究，分為課堂教學(xué)與自主學(xué)習(xí)兩方面。結(jié)論部分是概括日語(yǔ)學(xué)習(xí)網(wǎng)站的優(yōu)勢(shì)及存在的不足，指出日語(yǔ)學(xué)習(xí)網(wǎng)站的利用尚不充分且有巨大的發(fā)展空間。最后是本研究存在的不足成果及今后可研究的課題及方向。
[Abstract]:The 21 st century is the internet age. The traditional teaching method, which is mainly explained by teachers, has been unable to meet the needs of the development of the times. At the same time, due to the increasing number of students in colleges and universities, the unreasonable course setup, the shortage of teaching time and the shortage of experienced excellent teachers, how to apply multimedia network technology to Japanese teaching flexibly, It has become a problem that every Japanese teacher must think about. Many Japanese educators and scholars have fully realized the superiority and necessity of network teaching, and have explained from various angles how to use multimedia and Internet to teach Japanese and the influence of Internet to Japanese teaching. Based on the traditional comparative analysis and research method, this paper selects three representative Chinese Japanese learning websites-Hujiang Japanese, Hefeng Japanese, coffee Japanese, and then makes a brief introduction and comparative analysis. According to Zheng Qiyong's Japanese learning website evaluation theory, this paper analyzes the website effectively, grasps the characteristics of the research object, clarifies the context of the research object and forms a system. On the basis of referring to the existing literature, the author integrates his own views and ideas, through the investigation of the Japanese language educators and learners about the use of Chinese Japanese learning websites, in order to promote teachers to better guide students to use online learning in the future. And let students make better use of the network for autonomous learning and collaborative learning. This paper is composed of three chapters: introduction, text and conclusion. The introduction mainly summarizes the research object, the research method and the research significance. The main body is divided into two parts. The first part explains the current situation of Chinese Japanese learning website, and classifies it, then selects three representative Japanese learning websites in China to introduce briefly and analyze the similarities and differences. The second part is the investigation and research on how Japanese teachers and learners make use of the Chinese Japanese learning website, which is divided into two aspects: classroom teaching and autonomous learning. The conclusion is a summary of the advantages and disadvantages of Japanese learning websites and points out that the use of Japanese learning websites is not sufficient and has a huge space for development. Finally, it is the insufficient achievement of this research and the research topic and direction in the future.
【學(xué)位授予單位】：湖南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：H36-4

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