A Case Study of Netwk Teaching Platfm —Take New Hizon As An Example开题报告

1. 研究目的与意义

随着社会经济的发展，网络技术得到应用，大学生对网络的使用开始深入到他们生活中。

网络时代给大学生生活提供了便利，也给高校发展带来便利。

很多高校借助网络资源，为大学生提供创新有力的教学模式，这使得网络教学平台在大学英语教学中得到更为广泛的应用。

2. 国内外研究现状分析

1. The Rise of Network Teaching Platform　　　With the popularization of network, network-based teaching is receiving more and more attention. Various kinds of network teaching software are being developed and used in the teaching. Network teaching platform has become a new type of tool gradually applied in teaching activities.　　　Network teaching platform, also known as the network teaching support platform, can be used in a broad and a narrow sense. In a broad way, network teaching platform includes both hardware and system supporting software. That is to say, the broad network teaching platform has two major parts: the hardware platform and software platform. In a narrow sense, network teaching platform only refers to the software system to provide comprehensive support services based on the internet. Network teaching platform is widely used around the world, especially in universities and secondary professional schools. 　　　English network teaching platform is a new mode and method which is based on the development of English education and Internet in China. The reason of its development is nothing more than two aspects: the marketization of English education and training and the popularization of network technology.　　　The university English network teaching platform in this paper mainly refers to a kind of software system which is built based on Internet and provides comprehensive supporting services for English network education. In China, there have been four typical platforms: Interactive English of New Era" by Tsinghua University Press, "College Experience English by Higher Education Press, "New Concept of College English Network Teaching System" by Shanghai Foreign Language Education Press, and New Perspective College English byForeign Language Teaching and Research Press.2. The Current Situation of Network Teaching Platform 　　　2.1 Studies Abroad 　　　Many foreign countries have invested a lot of manpower and material resources in the network teaching platform. In 1990 Professor Kenneth in Claremont University initiated and presided over a large scientific research project the campus computing project, which first put forward the concept of digital campus. According to statistics, more than 3000 public and private universities in the United States have established network teaching platforms, basically covering all the disciplines and almost achieving the transformation from traditional teaching to the t the digital-based teaching platform. [4]　　　At present, the main network teaching platforms include different business platforms represented by Learning Space, Top class, Virtual, andBlackboard, Moodle, and other open source platforms represented by Moodle,Atutor,Claroline, Sakai, LAMS, JoomlaLMS, and Claroline. These platforms support many languages (including Chinese) and have been widely used all over the world.　　　Since 2003, the study on network teaching platform comparison and evaluation has started, and specialized agencies and websites accordingly appeared. The typical evaluation index system of network teaching platform are as follows:　　　 (1) Evaluation index system by Edutools　　　 (2) Learning Platform Evaluation Model by Ferl;　　　 (3) A Framework for Pedagogical Evaluation of Virtual Learning Environments by JISD　　　 (4)EduTech　　　 (5)LMS Report Card [4] by the Commonwealth Learning Alliances　　　 The Commonwealth Learning Alliances pointed out that the development of network teaching platform is so fast that the evaluation scale is only the epitome of platform at that time. In order to keep up with the development, this evaluation tool also needs to continue to be updated once half a year or one year. All of the above indicators were set up in 1999 to 2006, the pace of updating is not synchronized with the development of network teaching platform, and some new learning ideas and models, together with new technologies related to platform design and development, were not fully reflected.　　　In a few years, network teaching in universities of the United States has undergone rapid development, quietly changing the traditional classroom teaching mode, and gradually becoming one of the main popular teaching form with students.　　　The related research from foreign scholars mainly focuses on following aspects:　　　(1) Recognition of network teaching platform. A basic premise of well using network teaching platform is that they must first recognize and accept this new method, but many scholars have found that both teachers and students didnt highly appreciate the network teaching platform, which is a major obstacle of the development of network teaching platform [2]. Sloan Consortium [1] published a series of survey report, showing that only around 30% of college teachers agreed with network teaching platform, while 80% of those who have not been engaged in the network teaching thought that the quality of network teaching were lower than traditional teaching. Accordingly, 50% of the students identify with network teaching platform, but more teachers tended to choose traditional face-to-face teaching model.　　　(2) The problem of time and energy supplying to network teaching by college teachers. Many scholars abroad raise that, compared with the traditional face-to-face teaching, teachers are required to spend more time and energy when adopting network teaching mode, especially in the initial stage. [8]　　　(3) Skills required in the network teaching. Many related studies have indicated that because the teaching way of network teaching is different from that of traditional classroom teaching, it has put forward new requirements for teachers role, knowledge, and ability and so on. Guanwardena, an American distance education scholar, summarizes the skills that teachers should have in distance education include the ability to interact with the technical interface and distance learners and to use the media technology.　　　The motivation to study network teaching. According to the Sloan survey, the most important factor that makes teachers to choose the network teaching platform is whether it can meet the needs of students' flexible learning. Only few teachers in America carry on network teaching activities under the command of related administrators.　　　(5) The support and encouragement for teachers' use of network teaching platform in Colleges and universities.　　　Among the important factors to influence teachers' use of network teaching, the support and training provided by colleges are very critical. Although it is essential to provide technical infrastructure and training, the encouragement policy in network teaching, including incentive and tenure, is also indispensable. But most of the colleges and universities fail to attach importance to support and encouragement in the network teaching. The survey from the Sloan alliance shows that even 19% of institutions do not provide any network instruction training for teachers.　　　　　2.2 Studies at Home 　　　At present, several successful platforms at home include some traditional ones represented by Vclass, 4A, Tsinghua Education Online (THEOL), the on-line platform of TV University, and WebCL and so on, as well as certain new generation ones represented by Learning Cell, Teachers' professional development platform and Web2.0. There are two main types of network teaching platform; one is based on related activities, including building learning website and carrying out communication between teachers and students, and the other is the teaching organizational form. 　　　Among them, Tsinghua Education Online (THEOL), designed by Tsinghua University, has been used by more than 200 colleges and universities in China. According to different teaching models and educational objects, this platform provides a flexible, scalable, interactive support for web-based teaching and learning. The concept of this platform set educational technology discipline construction and research as the main body, rapidly integrating domestic and foreign latest ideas and technology, and finally forming its own research, design, development, utilization, and evaluation model.　　　The research of network teaching platform by college students　　　At present, the domestic research on the network teaching platform focuses on the development process. In recent years, there are 275 masters theses on the development of the network teaching platform. However, only a few can be applied in the teaching and research. 　　　In China, there are few studies on the evaluation of network teaching platform; Zhang Weiyuan has built up the system of evaluation index system in one of his paper. In addition, there are two research and comparison of the network teaching platform with foreign Edutools standards. Professor Zhang Weiyuan also proposed the functional classification of the network teaching platform, a total of 3 categories with 22 items. The specific details are shown in Figure as follows:Curriculum designE-mail, online chat,file sharing, working team,audiovisual conference,and electronic whiteboard, etc.Function of Network Teaching PlatformManagementCourse AdministrativeCourse unit, self-testing, grade homework, online activity tracking, courseware on demand, score management, assignment submit online, digital library, and course designUser Management and technical supportCommunicationTeaching design, course design, course search engine, student pages, etc. 　　　Sun Zhongjin [6] has conducted research on the characteristics and guiding theories (especially constructivism learning theory) of 16 typical network teaching platforms at home and abroad. Yu Shengquan [9] points out that with the increasing research and good application, the network teaching platform in our country has formed a number of features which are different from those abroad, such as the support of the excellent products, the emphasis of interface design, and some function accord with Chinese actual situation.　　　Research on the strategy of promoting the application of the network teaching platform　　　Xie Xin [7] broadly proposed problems existing in the construction of Web Platform: a lack of a unified and easy-to-use network teaching platform, unscientific curriculum organization, and incomplete course management and evaluation mechanism. In view of these problems, some solutions are put forward: strengthening the teaching management, promoting the support policy, and improving students' participation in the network teaching.　　　Research on self-efficacy of network learning　　　Xie Youru thinks that the Self-Efficacy (E-Learning) is a kind of subjective judgment of the individual's ability to successfully accomplish the task of learning in the network learning activities. The basic characteristic of self-efficacy in network learning is to highlight learnability and the designated areas. [8] The research on the self efficacy inspires us we should pay attention to the integrity of target and lay emphasis on strategy motivation as well as the diversity of the evaluation.　　　3. Educational theory Related to English Network Teaching Platform 　　　College English network teaching platform is not only a software, but also a teaching tool, so its design should not only meet the needs of users, but also consider the teaching itself. The theory of constructivism learning theory is applied to analyze the teaching strategies of network teaching platform.　　　Highlighting students' dominant status. Because under the theory of constructivism, the learners are the center of the learning process, so the design of network teaching platform should fully highlight the main position of the students. The idea that learners are the main body of learning activities is quite different form traditional education, but it is the core theory of constructivism, as well as the theoretical basis of network education. [5]　　　Strengthening the leading role of Teachers. From the view of network teaching in the current constructivism, learners are the subjects of learning process.　　　Students knowledge acquisition is a process of constructing their own knowledge system. Therefore, the teacher's role is no longer the imparting knowledge, but providing students with the knowledge and methods of self-construction. Teachers are supposed to change their roles from knowledge imparters and indoctrinators to organizers, facilitators, participants and assistants of students constructing learning. [3]　　　Paying more attention to the construction of learning environment. The network teaching platform requires higher learning environment. The understanding of learning environment is not limited to learning place, but contains four elements: "situation", "cooperation", "conversation" and "meaning construction". [10] "Situation" refers to all the information resources related to learning content; the creation of "situation" is conducive to the students meaningful construction of content; "collaboration" means students help each other cooperate throughout the learning process in order to construct the knowledge; "conversation" means communication between teachers and students, which is an important part of network education. "Meaningful construction" is the ultimate goal of teaching activities.　　　Network teaching platform can create a modern teaching environment, which has opened a convenient access to learning resources. On one hand, through the network teaching platform, teachers are not the direct knowledge transmitter any more, for teachers can use the platform to carry out novel and diversified teaching activities, creating an open and flexible teaching mode, thereby enabling the education goals to be more effective; on the other hand, the network teaching platform has high-quality curriculum resources, which learners can access through any terminal. Besides, students can choose their learning content and learning aids on their own, which achieves the complementary advantages of resource sharing. The network teaching platform provides the platform for the excellent courses, the goal of the University's excellent course construction is to realize the demonstration and radiation effects.

3. 研究的基本内容与计划

研究内容:本文研究内容为关于新视野网络教学平台在英语教学中应用请情况的个案研究。

首先对网络教学平台做一个整体介绍，介绍网络教学平台在大学英语教学中的主要功能，其次以新视野网络教学平台为例，再次介绍网络教学平台中体现的作用，包括教学平台能突破时间和空间的限制，优化资源配置，提高学生学英语的积极性，为学生提供各种真实的语言环境；然后提出相关国内外研究的文献综述，写出网络教学平台的应用方法，具体分析网络教学平台在实际应用中的现状，优势及弊端；最后总结全文，对目前各种网络教学平台的建设和利用提出一点意见和建议。

研究计划：1. 准备阶段 2015年10月1日~12月31日 搜集资料，定题，完成论文提纲2. 撰写阶段 2016年1月1日~5月10日 提交任务书和开题报告,完成论文初稿3. 修改阶段 2016年5月11日~5月31日 完成论文修改4. 答辩阶段 2016年6月1日~14日 论文校对和答辩5. 归档阶段 2016年6月14日~25日 论文总结和归档

4. 研究创新点

本研究的特色是直接调查网络教学平台的使用者：教师和学生，取得第一手资料。

创新点是搜索多个网络教学平台的应用情况进行比较分析。