Autonomous-learning-北京外國(guó)語(yǔ)大學(xué)網(wǎng)絡(luò)教育學(xué)院課件

TheStudyofCollaborative-AutonomousLearningTeachingModeUnderNetworkEnvironment

ZhaoDeyanShenyangNormalUniversityTheStudyofCollaborative-1

Abstract

Withthedevelopmentofinformationtechnology,networkenvironmenthasbecomeveryimportanttolearners’study.Autonomousandcollaborativelearningundernetworkenvironmentwillbecomeindispensablemodes.Thisarticlefirsttalksabouttheconnotationofautonomouslearning,collaborativelearninganddiscussestherelationshipbetweenthem.Itfollowsitsunderlyingtheory-Constructivism.Andthenitanalysestheadvantagesofusingnetworkinassistingcollaborative-autonomouslearning.Next，itsummarizesmyownteachingpractice,thatis,toformacollaborative-autonomouslearningteachingmodeundernetworkenvironment.Finally,thepaperdrawssomeinspirationfromit.Ithinkthismodewillplayaninstructiveroleinforeignlanguageteaching.Keywords:

collaborative-autonomouslearning;virtualonlineclassroom;teachingmode

Abstract

2

1.Introduction

Thedevelopmentofoursocietyandsciencemakesgreaterdemandsonindividuals’learningabilities.Learnersshouldhavenotonlytheabilityoflearningknowledgebutalsothecollaborative

learningcapabilitybasedonteam-work.Nowadaysthecharacteristicsofthenetwork,suchasinteraction,sharingresourcesandvirtualrealityhaveprovidedfavorableconditionsforautonomousandcollaborativelearning.

1.Introduction

3

Inrecentyears,manylinguisticsandinstructorshavedonelotsofresearchonhownetworkassistedautonomouslearningandcollaborativelearningrespectively,however,thestudyconcerningthecombination,thatis,howtomakeuseofnetworkinassistingcollaborative-autonomouslearningstillremainsveryweak.Thus,themosturgenttaskistofindoutanewteachingmodewhichwillbebeneficialtocultivatinglearners’collaborative-autonomouslearningabilities.Autonomous-learning-北京外國(guó)語(yǔ)大學(xué)網(wǎng)絡(luò)教育學(xué)院課件4

2.Theconnotationsofautonomouslearning,collaborativelearningandtherelationshipbetweenthem

“Autonomouslearning”isindependentlearning.Itisnotonlyalearningprocessbutalsoakindoflearningability.Itisanaloof,criticalrethinkingdecisionandindependentbehavingability(Little,1991).Itconsistsofthefollowingthreeaspects:First,autonomouslearningisapre-planandarrangementtoone’sownlearningactivity.Second,itisthemanagement,monitoring,evaluationandfeedbacktoone’sownlearningactivity.Finally,itistheadjustment,modificationandcontroloverone’sownlearningactivity(Benson,2001；李紅美,2004;楊紅艷,2006).

2.Theconnotationsofauton5

“Collaborativelearning”isbasedongroups.Itistomaximizeindividuals’andothers’learningachievementsundersomeexcitationmechanisminordertoreachamutualgoal(鄭寧國(guó)、嚴(yán)月萍，2003；Beatty,2005).Autonomouslearningandcollaborativelearningarecomplementary.Inautonomouslearning,learners’abilitiesofunderstandingandcomprehendingproblemsarelimitedduetotheirownconditionsandlimitedcognitivelevelswhereastheinteractionofcollaborativelearningcanfacilitatelearners’mutualdiscussionandhelpthemtoreachthegoalofsolvingproblems.Thus,wecansayautonomouslearningisthebasisofcollaborativelearningwhilecollaborativelearningistheimprovementandenhancementofautonomouslearning(趙海霞，陳毓超，樂(lè)建兵，2004).“Collabora6

3.Theadvantagesofcollaborative-autonomouslearningundernetworkenvironment

Collaborative-autonomouslearningaccordswithConstructivism.AccordingtoConstructivism,knowledgeisnottaught.Itisacquiredbylearnersthroughtheinteractionwithenvironmentandthecollaborationwithothersundersomesituation.Itisconstructedautonomouslyinthelightofone’sownlearningexperienceandsocialpractice.“Situation”,“collaboration”,“conversation”and“meaning-construction”areitsfourkeyelements.Differentlearnerswithdifferentlearningexperiencewillhavedifferenthypothesesandinferencesofsomething.Ontheotherhand,theycanalsoconstructknowledgemutuallythroughinteraction,competition,coordinationandcollaboration(賈瑞鳳，王艷，鄒勁松，2000；李繼穎，張振亭，2001；盧雨菁，李維德，2001；李新國(guó)，於函，2006).

3.Theadvantagesofcollabor7

BasedonConstructivism,thecharacteristicsofthe

network’sinteraction,sharingresources,andvirtualrealityareverysuitableforcollaborative-autonomouslearning.First,thenetworksuppliesplentyofauthenticandvariouslanguageresources.Learnerscanprocesstheirknowledgemeaningfullyandindividuallythroughcomputernetwork.Atthesametime,theycanalsointeractwitheachothersynchronouslyandasynchronouslybyusingthemoderninformationtechnology,whichwillbealeapforwardincollaborative-autonomouslearning.Second,asIhaveillustratedbefore,thesharingresourcesaretheguaranteeforcollaborative-autonomouslearning.Finally,virtualrealitycancreateakindoflearningenvironmentasifyouwerepersonallyonthescene.Overall,collaborative-autonomouslearningundernetworkenvironmenthasbrokentheenclosureofthelearningspaceandrealizedthemoreextensiveinteractionbetweenindividualsandgroups(艾修永，2004；張曉莉，鄭穎立，馮秀琪，2003).

84.Thecollaborative-autonomouslearningteachingmodeundernetworkenvironment4.1TheteachingtargetStudentsarefromShenyangNormalUniversitytutorialcenterofTheInstituteofOnlineEducationBFSU.ThisisamixedclassinGradeII.Studentsareofdifferentlevels.Someofthemhadgraduatedfromjuniorprofessionalcollegewhentheycamehere.Othershadjustfinishedseniorhighschool.AlthoughtheyhavealreadystudiedinBeiwaiOnlineforacertainperiodoftimeandhavegraspedsomelanguageandautonomouslearningskills,tosomeextent,theyarestillweakinlistening,speaking,readingandwriting,especiallyinspeakingandwriting.SomespeakbrokenEnglish.Othersdonothaveenoughtosayormakemanygrammaticalmistakesintheirwriting.4.Thecollaborative-autonomou9

Consideringthehighdemandsofdistancelearningonlearners’autonomouslearningabilitiesandalsotakingstudents’unevenlevelsintoaccount,weneedtomakesomereformsinourteachingmode,thatistosay,weshouldstrengthencultivatinglearners’collaborative-autonomouslearningcapabilitiesinordertoimprovetheiroveralllevels.Consideringthehighdemand10

4.2Theteachingaimsandmethod

Theteachingaimsandmethodofthisresearcharetoincreasestudents’Englishlevelsonallsidesandraisetheirabilitiesofcross-culturalcommunicationthrough“OralPresentation”inVOC(VirtualOnlineClassroom).4.2Theteachingaimsandm114.3TheteachingproceduresinVOC◆Mixstudentsintofourgroups.Eachgroupismadeupofthreestudentsofdifferentlevels.Andeverygroupwillhaveagroupleader(彭紅萍，2004).◆Announcetheaimsandthetaskofthisactivity.EachgroupisaskedtochooseatopictoillustratethedifferencesbetweenBritishandChinesecultureaccordingtoUnit2“CultureShock”in“CrossCulturalCommunication”(顧曰國(guó),2000).

Theyarefreetochoosetheirowntopics,yettherecannotbeanyrepetitionsamongthem.ThentheteacherwillletthemknowthearrangementandthecriteriaoftheassessmentthroughBBS,EmailorQQ.4.3Theteachingproceduresin12

◆

Carryoutthecollaborative-autonomouslearningactivity.Havingdecidedtheirtopics,studentswillgototheinternet,readbooksforsomeinformationandmaketheirCAIcourseware.Duringthistime,theteacherandstudentscanhavemultilayeredcollaborationwitheachotherthroughBBS.Blog,Email,

QQandsoon.

Moreover,theteachershould

monitorandcheckstudents’coursewareuntilitisuptothestandard.Whenthestudentshavefinishedtheircoursewaresuccessfully,theycandotherehearsaloftheiroralpresentationsinroles.◆PresenttheirstudyachievementsinVOC.EachgroupwillpresenthisstudyachievementthroughCAIcoursewareandOralPresentationinVOC.

◆Carryoutthecollaborative13

◆

Givemany-sidedevaluationsofthestudyachievementsofeachgroup.Thiswillincludeaself-evaluationwithinthegroup,theevaluationsamonggroupsandtheteacher’sassessment.Theteacher’sassessmentisnotsimplyastandardanswertothequestion,butitisageneralevaluationtostudents’learningprocess,achievements,theircollaborative-autonomouslearningawarenessandperformance.

◆

Haveaself-examination.

Eachstudentwillbeaskedtowriteanarticleentitled“Whatdidyoulearnfromthisactivity?”andthenhanditinthroughpersonalorpublicEmailaddress.

◆Givemany-sidedevaluations145.Someenlightenmentfromcollaborative-autonomouslearningteachingmodeundernetworkenvironmentFirst,collaborative-autonomouslearningundernetworkenvironmentchangestherolesofteachersandstudentsanditalsodevelopsteachers’leadingrolesandstudents’mainrolestothefull.Ononehand,thisteachingmodemakesteacherschangefromknowledgetransmittersintoteachingdesigners,interestmotivators,activityinstructors,organizers,participatorsandprocessevaluators(周炳蘭，劉曉瓊，2005；陶竹，2005).Teachersneedtosettheteachingaims,design,organizeandmanagelearners’relevantactivities,whichisinaccordancewithwhatGardener&Miller(1999)

said:“Completeautonomouslearningmightbeanideal.”Astherearesomedifferencesbetweenlearners’autonomy,teachershavetohelpthemtoenhanceitstepbystep.Meanwhile,theyneedtoparticipateequallyintheactivities,evaluateandgivefeedbacktothem.5.Someenlightenmentfromcol15Ontheotherhand,asmentionedbefore,thecharacteristicsofthenetwork’sintelligenceandinteractionmakeitpossibleforlearnerstocontrolandchangeinformation.Thiscanarousetheircreativityandalsoincreasetheirautonomouslearningcapabilities(歐求忠,2004).Inaddition,therichresourcesonthenetworkandmulti-mediaenvironmentprovideimportantconditionsforcollaborative-autonomouslearning,whichcandevelopstudents’mainpartsandcollaborativespirittothefull.Ontheotherhand,asmentione16Second,collaborative-autonomouslearningundernetworkenvironmentcorrespondswiththetrendsintheteachingofmodernforeignlanguages(賈瑞風(fēng)，王艷，鄒勁松，2000).Oneofthereasonsisthatthisteachingmodefocusesonthelearningsubject.Underthismode,theemphasisofteachingandlearningchangesfrom“teaching”to“l(fā)earning”.Itislearner-centered.Learnerscanchoosewhattolearnandhowtolearnitafterclassaccordingtotheirowntime,levelsandinterest.Inthisway,theycanrealizetheirautonomousandcollaborativelearning.Anotherreasonisthatitemphasizescultivatinglearners’appliedlinguisticabilities.Traditionalteachingwasconfinedtotheteachingofpronunciation,grammarandvocabulary.Second,collaborative-autonomo17

Incontrast,incollaborative-autonomouslearningundernetworkenvironment,studentsgototheInternettolookforsomeinformation,download,editandpresentitorallytothewholeclass.Thus,theycanraisetheirEnglishlevelsinlistening,speaking,reading,writingandtranslationcomprehensively.ThelastreasonisthatstudentsareaskedtoselectmaterialsbasedonBritishculture.Onthenetwork,therearelotsofEnglishlanguagematerialsmuchclosetoourera.Bythismeans,theycannotonlyreinforcetheirunderstandingofthetargetculturebutalsoenhancetheircross-culturalcommunicationabilities(王軍，2003；曾憲力，2005).

Incontrast,incollaborat18

Simultaneously,collaborative-autonomouslearningundernetworkenvironmentmakesgreaterdemandsonusinstructors.Asateacher,weshouldhavehigherspecialtyqualificationsandtheabilitiesofdesigningknowledgeanddominatingcoursebooks.Weshouldalsohavenewideology.Moreover,weneedtograspsomebasicknowledgeandthehandlingofmoderntechnology.Furthermore,weshouldalsoknowsometheoryandteachingmethodsofthenetwork.Onlyinthisway,canwefindoutanewnetwork-assistedcollaborative-autonomouslearningteachingmode,whichwillbesuitableforourownteachingcircumstances.

Simultaneously,collabo19

Reference

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[2]安曉飛，黃志丹.基于網(wǎng)絡(luò)環(huán)境下的協(xié)作學(xué)習(xí)研究[J].沈陽(yáng)師范大學(xué)學(xué)報(bào)，2003，（10）：287-290.

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[5]馮婭.計(jì)算機(jī)多媒體技術(shù)與大學(xué)英語(yǔ)教學(xué)[J].湖北財(cái)經(jīng)高等?？茖W(xué)校學(xué)報(bào)，2005，（4）：46-47.

[6]賈瑞鳳，王艷，鄒勁松.中國(guó)計(jì)算機(jī)輔助教學(xué)20年[J].中國(guó)電化教育，2000，（8）：5-7.

[7]李紅美.網(wǎng)絡(luò)環(huán)境下自主學(xué)習(xí)模式的探討[J].電化教育研究，2004，（4）：45-52.

[8]李新國(guó)，於函.多媒體網(wǎng)絡(luò)環(huán)境下的大學(xué)英語(yǔ)協(xié)作學(xué)習(xí)研究[J].沈陽(yáng)農(nóng)業(yè)大學(xué)學(xué)報(bào)2006，（9）：541-544.

[9]李繼穎，張振亭.關(guān)于基于Internet的協(xié)作學(xué)習(xí)環(huán)境的構(gòu)造[J].電話教育研究，2001，（9）：40-46.

[10]劉紅梅.計(jì)算機(jī)網(wǎng)絡(luò)輔助大學(xué)協(xié)作階段實(shí)驗(yàn)報(bào)告[J].電化教育研究，2004，（2）：61-64.

[11]盧雨菁，李維德.計(jì)算機(jī)輔助教學(xué)的模式和方法[J].社科縱橫，2001，（2）：78-80.

[12]歐求忠.略論計(jì)算機(jī)輔助英語(yǔ)寫(xiě)作教學(xué)的優(yōu)勢(shì)與不足[J].河南財(cái)政稅務(wù)高等?？茖W(xué)校學(xué)報(bào)，2004，（10）：59-60.

[13]彭紅萍.基于現(xiàn)代教育技術(shù)的英語(yǔ)口語(yǔ)教學(xué)[J].廣東廣播電視大學(xué)學(xué)報(bào)，2004，（2）：37-40.

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[17]曾憲力.計(jì)算機(jī)輔助英語(yǔ)教學(xué)（CALL）教學(xué)模式[J].湖北廣播電視大學(xué)學(xué)報(bào)，2005，（1）：31-32.

[18]張曉莉，鄭穎立，馮秀琪.基于網(wǎng)絡(luò)的協(xié)作式學(xué)習(xí)系統(tǒng)的設(shè)計(jì)模式[J].中國(guó)電化教育，2003，（3）：68-71.

[19]趙海霞，陳毓超，樂(lè)建兵.基于網(wǎng)絡(luò)的協(xié)作式自主學(xué)習(xí)模式研究[J].電化教育研究，2004，（2）:44-47.

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[23]Beatty,K.Computer-assistedLanguageLearningBeijing:Foreignlanguageteachingandresearchpress,2005.

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[25]Gardner,D.&Miller,L.EstablishingSelf-access[M].Cambridge:CambridgeUniversityPress,1999.

[26]Little,D.LearnerAutonomy:Definitions,IssuesandProblems[M].Dublin:DublinAuthentik,1991.

[15]王軍.多媒體技術(shù)輔助外語(yǔ)教學(xué)的發(fā)21

TheStudyofCollaborative-AutonomousLearningTeachingModeUnderNetworkEnvironment

ZhaoDeyanShenyangNormalUniversityTheStudyofCollaborative-22

Abstract

Withthedevelopmentofinformationtechnology,networkenvironmenthasbecomeveryimportanttolearners’study.Autonomousandcollaborativelearningundernetworkenvironmentwillbecomeindispensablemodes.Thisarticlefirsttalksabouttheconnotationofautonomouslearning,collaborativelearninganddiscussestherelationshipbetweenthem.Itfollowsitsunderlyingtheory-Constructivism.Andthenitanalysestheadvantagesofusingnetworkinassistingcollaborative-autonomouslearning.Next，itsummarizesmyownteachingpractice,thatis,toformacollaborative-autonomouslearningteachingmodeundernetworkenvironment.Finally,thepaperdrawssomeinspirationfromit.Ithinkthismodewillplayaninstructiveroleinforeignlanguageteaching.Keywords:

collaborative-autonomouslearning;virtualonlineclassroom;teachingmode

Abstract

23

1.Introduction

Thedevelopmentofoursocietyandsciencemakesgreaterdemandsonindividuals’learningabilities.Learnersshouldhavenotonlytheabilityoflearningknowledgebutalsothecollaborative

learningcapabilitybasedonteam-work.Nowadaysthecharacteristicsofthenetwork,suchasinteraction,sharingresourcesandvirtualrealityhaveprovidedfavorableconditionsforautonomousandcollaborativelearning.

1.Introduction

24

Inrecentyears,manylinguisticsandinstructorshavedonelotsofresearchonhownetworkassistedautonomouslearningandcollaborativelearningrespectively,however,thestudyconcerningthecombination,thatis,howtomakeuseofnetworkinassistingcollaborative-autonomouslearningstillremainsveryweak.Thus,themosturgenttaskistofindoutanewteachingmodewhichwillbebeneficialtocultivatinglearners’collaborative-autonomouslearningabilities.Autonomous-learning-北京外國(guó)語(yǔ)大學(xué)網(wǎng)絡(luò)教育學(xué)院課件25

2.Theconnotationsofautonomouslearning,collaborativelearningandtherelationshipbetweenthem

“Autonomouslearning”isindependentlearning.Itisnotonlyalearningprocessbutalsoakindoflearningability.Itisanaloof,criticalrethinkingdecisionandindependentbehavingability(Little,1991).Itconsistsofthefollowingthreeaspects:First,autonomouslearningisapre-planandarrangementtoone’sownlearningactivity.Second,itisthemanagement,monitoring,evaluationandfeedbacktoone’sownlearningactivity.Finally,itistheadjustment,modificationandcontroloverone’sownlearningactivity(Benson,2001；李紅美,2004;楊紅艷,2006).

2.Theconnotationsofauton26

“Collaborativelearning”isbasedongroups.Itistomaximizeindividuals’andothers’learningachievementsundersomeexcitationmechanisminordertoreachamutualgoal(鄭寧國(guó)、嚴(yán)月萍，2003；Beatty,2005).Autonomouslearningandcollaborativelearningarecomplementary.Inautonomouslearning,learners’abilitiesofunderstandingandcomprehendingproblemsarelimitedduetotheirownconditionsandlimitedcognitivelevelswhereastheinteractionofcollaborativelearningcanfacilitatelearners’mutualdiscussionandhelpthemtoreachthegoalofsolvingproblems.Thus,wecansayautonomouslearningisthebasisofcollaborativelearningwhilecollaborativelearningistheimprovementandenhancementofautonomouslearning(趙海霞，陳毓超，樂(lè)建兵，2004).“Collabora27

3.Theadvantagesofcollaborative-autonomouslearningundernetworkenvironment

Collaborative-autonomouslearningaccordswithConstructivism.AccordingtoConstructivism,knowledgeisnottaught.Itisacquiredbylearnersthroughtheinteractionwithenvironmentandthecollaborationwithothersundersomesituation.Itisconstructedautonomouslyinthelightofone’sownlearningexperienceandsocialpractice.“Situation”,“collaboration”,“conversation”and“meaning-construction”areitsfourkeyelements.Differentlearnerswithdifferentlearningexperiencewillhavedifferenthypothesesandinferencesofsomething.Ontheotherhand,theycanalsoconstructknowledgemutuallythroughinteraction,competition,coordinationandcollaboration(賈瑞鳳，王艷，鄒勁松，2000；李繼穎，張振亭，2001；盧雨菁，李維德，2001；李新國(guó)，於函，2006).

3.Theadvantagesofcollabor28

BasedonConstructivism,thecharacteristicsofthe

network’sinteraction,sharingresources,andvirtualrealityareverysuitableforcollaborative-autonomouslearning.First,thenetworksuppliesplentyofauthenticandvariouslanguageresources.Learnerscanprocesstheirknowledgemeaningfullyandindividuallythroughcomputernetwork.Atthesametime,theycanalsointeractwitheachothersynchronouslyandasynchronouslybyusingthemoderninformationtechnology,whichwillbealeapforwardincollaborative-autonomouslearning.Second,asIhaveillustratedbefore,thesharingresourcesaretheguaranteeforcollaborative-autonomouslearning.Finally,virtualrealitycancreateakindoflearningenvironmentasifyouwerepersonallyonthescene.Overall,collaborative-autonomouslearningundernetworkenvironmenthasbrokentheenclosureofthelearningspaceandrealizedthemoreextensiveinteractionbetweenindividualsandgroups(艾修永，2004；張曉莉，鄭穎立，馮秀琪，2003).

294.Thecollaborative-autonomouslearningteachingmodeundernetworkenvironment4.1TheteachingtargetStudentsarefromShenyangNormalUniversitytutorialcenterofTheInstituteofOnlineEducationBFSU.ThisisamixedclassinGradeII.Studentsareofdifferentlevels.Someofthemhadgraduatedfromjuniorprofessionalcollegewhentheycamehere.Othershadjustfinishedseniorhighschool.AlthoughtheyhavealreadystudiedinBeiwaiOnlineforacertainperiodoftimeandhavegraspedsomelanguageandautonomouslearningskills,tosomeextent,theyarestillweakinlistening,speaking,readingandwriting,especiallyinspeakingandwriting.SomespeakbrokenEnglish.Othersdonothaveenoughtosayormakemanygrammaticalmistakesintheirwriting.4.Thecollaborative-autonomou30

Consideringthehighdemandsofdistancelearningonlearners’autonomouslearningabilitiesandalsotakingstudents’unevenlevelsintoaccount,weneedtomakesomereformsinourteachingmode,thatistosay,weshouldstrengthencultivatinglearners’collaborative-autonomouslearningcapabilitiesinordertoimprovetheiroveralllevels.Consideringthehighdemand31

4.2Theteachingaimsandmethod

Theteachingaimsandmethodofthisresearcharetoincreasestudents’Englishlevelsonallsidesandraisetheirabilitiesofcross-culturalcommunicationthrough“OralPresentation”inVOC(VirtualOnlineClassroom).4.2Theteachingaimsandm324.3TheteachingproceduresinVOC◆Mixstudentsintofourgroups.Eachgroupismadeupofthreestudentsofdifferentlevels.Andeverygroupwillhaveagroupleader(彭紅萍，2004).◆Announcetheaimsandthetaskofthisactivity.EachgroupisaskedtochooseatopictoillustratethedifferencesbetweenBritishandChinesecultureaccordingtoUnit2“CultureShock”in“CrossCulturalCommunication”(顧曰國(guó),2000).

Theyarefreetochoosetheirowntopics,yettherecannotbeanyrepetitionsamongthem.ThentheteacherwillletthemknowthearrangementandthecriteriaoftheassessmentthroughBBS,EmailorQQ.4.3Theteachingproceduresin33

◆

Carryoutthecollaborative-autonomouslearningactivity.Havingdecidedtheirtopics,studentswillgototheinternet,readbooksforsomeinformationandmaketheirCAIcourseware.Duringthistime,theteacherandstudentscanhavemultilayeredcollaborationwitheachotherthroughBBS.Blog,Email,

QQandsoon.

Moreover,theteachershould

monitorandcheckstudents’coursewareuntilitisuptothestandard.Whenthestudentshavefinishedtheircoursewaresuccessfully,theycandotherehearsaloftheiroralpresentationsinroles.◆PresenttheirstudyachievementsinVOC.EachgroupwillpresenthisstudyachievementthroughCAIcoursewareandOralPresentationinVOC.

◆Carryoutthecollaborative34

◆

Givemany-sidedevaluationsofthestudyachievementsofeachgroup.Thiswillincludeaself-evaluationwithinthegroup,theevaluationsamonggroupsandtheteacher’sassessment.Theteacher’sassessmentisnotsimplyastandardanswertothequestion,butitisageneralevaluationtostudents’learningprocess,achievements,theircollaborative-autonomouslearningawarenessandperformance.

◆

Haveaself-examination.

Eachstudentwillbeaskedtowriteanarticleentitled“Whatdidyoulearnfromthisactivity?”andthenhanditinthroughpersonalorpublicEmailaddress.

◆Givemany-sidedevaluations355.Someenlightenmentfromcollaborative-autonomouslearningteachingmodeundernetworkenvironmentFirst,collaborative-autonomouslearningundernetworkenvironmentchangestherolesofteachersandstudentsanditalsodevelopsteachers’leadingrolesandstudents’mainrolestothefull.Ononehand,thisteachingmodemakesteacherschangefromknowledgetransmittersintoteachingdesigners,interestmotivators,activityinstructors,organizers,participatorsandprocessevaluators(周炳蘭，劉曉瓊，2005；陶竹，2005).Teachersneedtosettheteachingaims,design,organizeandmanagelearners’relevantactivities,whichisinaccordancewithwhatGardener&Miller(1999)

said:“Completeautonomouslearningmightbeanideal.”Astherearesomedifferencesbetweenlearners’autonomy,teachershavetohelpthemtoenhanceitstepbystep.Meanwhile,theyneedtoparticipateequallyintheactivities,evaluateandgivefeedbacktothem.5.Someenlightenmentfromcol36Ontheotherhand,asmentionedbefore,thecharacteristicsofthenetwork’sintelligenceandinteractionmakeitpossibleforlearnerstocontrolandchangeinformation.Thiscanarousetheircreativityandalsoincreasetheirautonomouslearningcapabilities(歐求忠,2004).Inaddition,therichresourcesonthenetworkandmulti-mediaenvironmentprovideimportantconditionsforcollaborative-autonomouslearning,whichcandevelopstudents’mainpartsandcollaborativespirittothefull.Ontheotherhand,asmentione37Second,collaborative-autonomouslearningundernetworkenvironmentcorrespondswiththetrendsintheteachingofmodernforeignlanguages(賈瑞風(fēng)，王艷，鄒勁松，2000).Oneofthereasonsisthatthisteachingmodefocusesonthelearningsubject.Underthismode,theemphasisofteachingandlearningchangesfrom“teaching”to“l(fā)earning”.Itislearner-centered.Learnerscanchoosewhattolearnandhowtolearnitafterclassaccordingtotheirowntime,levelsandinterest.Inthisway,theycanrealizetheirautonomousandcollaborativelearning.Anotherreasonisthatitemphasizescultivatinglearners’appliedlinguisticabilities.Traditionalteachingwasconfinedtotheteachingofpronunciation,grammarandvocabulary.Second,collaborative-autonomo38

Incontrast,incollaborative-autonomouslearningundernetworkenvironment,studentsgototheInternettolookforsomeinformation,download,editandpresentitorallytothewholeclass.Thus,theycanraisetheirEnglishlevelsi