時(shí)間：2023-03-02 15:01:19
導(dǎo)語(yǔ)：在英文科技論文的撰寫旅程中，學(xué)習(xí)并吸收他人佳作的精髓是一條寶貴的路徑，好期刊匯集了九篇優(yōu)秀范文，愿這些內(nèi)容能夠啟發(fā)您的創(chuàng)作靈感，引領(lǐng)您探索更多的創(chuàng)作可能。
一 科技論文英文標(biāo)題的標(biāo)準(zhǔn)化問(wèn)題
為適應(yīng)文獻(xiàn)情報(bào)工作現(xiàn)代化的需要，國(guó)際標(biāo)準(zhǔn)化組織和各國(guó)標(biāo)準(zhǔn)化組織都對(duì)論文標(biāo)題的技術(shù)規(guī)范做出了明確的規(guī)定（如詞語(yǔ)和符號(hào)的使用，標(biāo)題字?jǐn)?shù)的限量等）。我國(guó)頒布的科技論文標(biāo)題字?jǐn)?shù)的國(guó)家標(biāo)準(zhǔn)是，標(biāo)題字?jǐn)?shù)一般不超過(guò)20個(gè)漢字，外語(yǔ)不超過(guò)10個(gè)實(shí)詞。國(guó)際標(biāo)準(zhǔn)化組織則規(guī)定每條標(biāo)題不超過(guò)8個(gè)詞，并規(guī)定除各國(guó)通用的縮寫詞和特殊符號(hào)外，標(biāo)題內(nèi)不得使用縮寫詞和特殊符號(hào)。國(guó)際學(xué)刊一般早已執(zhí)行國(guó)際標(biāo)準(zhǔn)，也有些西方國(guó)家明確規(guī)定以國(guó)際標(biāo)準(zhǔn)代替本國(guó)的國(guó)家標(biāo)準(zhǔn)，而我國(guó)學(xué)刊一般要求作者按國(guó)家標(biāo)準(zhǔn)擬寫中文標(biāo)題，對(duì)英文標(biāo)題既不強(qiáng)調(diào)執(zhí)行國(guó)家標(biāo)準(zhǔn)也不要求執(zhí)行國(guó)際標(biāo)準(zhǔn)。因此，目前只有極少數(shù)學(xué)刊基本按國(guó)家標(biāo)準(zhǔn)編譯英文目次表（如《中國(guó)翻譯》、《浙江大學(xué)學(xué)報(bào)》、《應(yīng)用寫作》等），大多數(shù)中文學(xué)刊的英文目次表的制作既不執(zhí)行國(guó)際標(biāo)準(zhǔn)，也不執(zhí)行國(guó)家標(biāo)準(zhǔn)。有些學(xué)刊的英文標(biāo)題用詞大多在10個(gè)詞以上，多至20余個(gè)（如《歷史檔案》等），與國(guó)際標(biāo)準(zhǔn)和國(guó)家標(biāo)準(zhǔn)相差甚遠(yuǎn)。據(jù)調(diào)查，許多學(xué)刊的英文標(biāo)題中的其他技術(shù)細(xì)節(jié)也不規(guī)范，有的竟按中文方式用破折號(hào)區(qū)分主標(biāo)題和副標(biāo)題，如Social Sciences in China（我國(guó)唯一的英文社會(huì)科學(xué)刊物）、《研究》、《法學(xué)》、《外語(yǔ)教學(xué)與研究》、《外語(yǔ)界》、《外語(yǔ)學(xué)刊》、《法學(xué)研究》、《人文雜志》、《美術(shù)研究》等等。因此，英文標(biāo)題制作的標(biāo)準(zhǔn)化問(wèn)題應(yīng)引起論文作者和學(xué)刊編輯的重視。
二 科技論文英文標(biāo)題的制作要求
科技論文的標(biāo)題是其基本思想的濃縮與概括。一則好的標(biāo)題應(yīng)該確切、鮮明、扼要地概括論文的基本思想，使讀者在未看論文的摘要和正文之前即能迅速準(zhǔn)確地判明論文的基本內(nèi)容，從而做出是否閱讀摘要和正文的判斷。那么，如何制作一則既符合國(guó)際標(biāo)準(zhǔn)又能概括論文基本思想的標(biāo)題呢？
1.標(biāo)題中盡量不用贅詞冗語(yǔ)
據(jù)調(diào)查，標(biāo)題過(guò)長(zhǎng)的主要原因是標(biāo)題中多有不含學(xué)術(shù)信息的贅詞冗語(yǔ)。例如，國(guó)外一家學(xué)刊上有一則中國(guó)學(xué)者所撰的標(biāo)題，即Discussion on Several Academic Problems in the Book The Modern History of Chinese Paper Money （《中國(guó)近代紙幣史》中幾個(gè)學(xué)術(shù)問(wèn)題的探討）。[1] 此標(biāo)題共用15個(gè)詞，幾乎是國(guó)際標(biāo)準(zhǔn)用詞數(shù)量的2倍?？梢哉f(shuō)，其中的discussion on， the book， academic 是無(wú)用詞語(yǔ)。學(xué)術(shù)刊物刊發(fā)的學(xué)術(shù)論文不可能討論非學(xué)術(shù)問(wèn)題，故academic 無(wú)用；書名已按英文規(guī)范（斜體字母以及標(biāo)題和實(shí)詞的首字母的大寫）標(biāo)出，the book 無(wú)用；新的或未定論的學(xué)術(shù)問(wèn)題必然要通過(guò)討論、證明從而擴(kuò)大已知領(lǐng)域，故discussion on也無(wú)用。把贅詞冗語(yǔ)刪去，再把“紙幣”的短語(yǔ)術(shù)語(yǔ)換為單詞術(shù)語(yǔ)banknote，即可寫出一則符合用詞數(shù)量國(guó)際標(biāo)準(zhǔn)的標(biāo)題：Several Questions in Modern History of Chinese Banknotes 。若不改換paper money， 則可將several刪去。改后的標(biāo)題之語(yǔ)義與原標(biāo)題完全相同，因?yàn)閝uestion 通常用于表述社會(huì)科學(xué)中需要討論或需要解決的問(wèn)題。
應(yīng)該指出，許多論文作者在中文標(biāo)題中喜用“試論”、“初探”、“淺論”、“淺談”、“考略”、“管窺”等表謙詞語(yǔ)，在譯寫英文標(biāo)題時(shí)也常將之加入英文， 如此便要在英文標(biāo)題中增加一兩個(gè)詞。因此，表謙詞語(yǔ)應(yīng)一概刪去。至于許多學(xué)者在標(biāo)題中慣用的A Study of， The Exploration of等一類無(wú)用詞語(yǔ)在上個(gè)世紀(jì)五十年代國(guó)外英語(yǔ)科技論文中尚較常見(jiàn)，但是七十年代以來(lái)，它們由于受標(biāo)題字?jǐn)?shù)國(guó)際標(biāo)準(zhǔn)的制約已經(jīng)在國(guó)際學(xué)刊中絕跡。
在了解標(biāo)題的國(guó)際標(biāo)準(zhǔn)之前，許多學(xué)者都寫過(guò)一些詞語(yǔ)數(shù)量不符合國(guó)際標(biāo)準(zhǔn)的標(biāo)題。例如，Methodological Principles of Solving Linguistic Problems Relating to Artificial Intelligence (解決與人工智能有關(guān)的語(yǔ)言問(wèn)題的方法論原則)。[2] 因?yàn)榕c人工智能有關(guān)的語(yǔ)言問(wèn)題無(wú)非是基礎(chǔ)理論、應(yīng)用理論方面（如知識(shí)表示、自然語(yǔ)言理解等）和技術(shù)方面（如人工智能程序設(shè)計(jì)語(yǔ)言Prolog等）的問(wèn)題，所以此標(biāo)題可改為Methodological Principles of Solving Linguistic Problems of AI (解決人工智能語(yǔ)言問(wèn)題的方法論原則)。標(biāo)題中的縮寫AI符合國(guó)際標(biāo)準(zhǔn)化組織的規(guī)定，因?yàn)樗菄?guó)際科學(xué)界通用的縮寫詞。又如，Some Results of Handling Metalogical Problem of Entailment System Cm by Computer (用計(jì)算機(jī)處理制約系統(tǒng)Cm的元邏輯問(wèn)題的若干結(jié)果)一題也不符合標(biāo)準(zhǔn)。[2] 據(jù)原論文的內(nèi)容，可將之改為Machine-Proving of Metalogical Problems of Entailment System Cm (制約系統(tǒng)Cm的元邏輯問(wèn)題的機(jī)器證明)，改后的標(biāo)題用8個(gè)詞概括了原論文的基本思想。由此可見(jiàn)，只要了解標(biāo)題技術(shù)標(biāo)準(zhǔn)并遵照?qǐng)?zhí)行，即可制作出符合規(guī)范的標(biāo)題。
2.標(biāo)題中盡量多用關(guān)鍵詞語(yǔ)
盡量在標(biāo)題中使用論文中的關(guān)鍵詞語(yǔ)，一方面有助于概括論文的基本思想并減少標(biāo)題中的詞語(yǔ)數(shù)量，另一方面可增加論文的被檢次數(shù)，從而可能增加被引次數(shù)，因?yàn)橛脵C(jī)器檢索時(shí)，機(jī)器只顯示標(biāo)題中的關(guān)鍵詞語(yǔ)而不是整個(gè)標(biāo)題。就此而言，標(biāo)題中關(guān)鍵詞語(yǔ)的使用問(wèn)題應(yīng)該引起論文作者和學(xué)刊編輯的重視。在上述修改后的機(jī)器證明一則標(biāo)題中的machine-proving， entailment system Cm， metalogical problem 是原論文中的關(guān)鍵詞語(yǔ)；在改后的人工智能一則標(biāo)題中，除solving 和功能詞之外，其他詞語(yǔ)均為論文中的關(guān)鍵詞語(yǔ)。下例是一位外國(guó)學(xué)者所撰的一則包括論文全部關(guān)鍵詞語(yǔ)的標(biāo)題：Action Minimizing Solutions of the Newtonian n-body Problem: From Homology to Symmetry (牛頓n-體問(wèn)題之作用極小化解——從同調(diào)至對(duì)稱)。[3] 此標(biāo)題中的n-body problem，action，symmetry是原論文中的全部關(guān)鍵詞語(yǔ)，而minimizing solution 和homology則是數(shù)學(xué)專業(yè)術(shù)語(yǔ)。此標(biāo)題包括主標(biāo)題（8個(gè)詞）和副標(biāo)題（4個(gè)詞），用詞總量超過(guò)8個(gè)，但是，它完全符合國(guó)際標(biāo)準(zhǔn)化組織的規(guī)定。
3.根據(jù)需要制作主、副標(biāo)題
由于某些論文中的內(nèi)容復(fù)雜或科學(xué)術(shù)語(yǔ)結(jié)構(gòu)復(fù)雜，難用8個(gè)英文詞寫出概括全文的標(biāo)題，所以國(guó)際標(biāo)準(zhǔn)化組織建議采用主標(biāo)題加副標(biāo)題的辦法解決標(biāo)題過(guò)長(zhǎng)問(wèn)題。有學(xué)者寫過(guò)如下一則標(biāo)題：Why Is Chinese Modal Logic Different from Its Western Counterpart (中國(guó)模態(tài)邏輯為何不同于它的西方對(duì)應(yīng)物)。[2] 由于論文的基本論題是根據(jù)中西語(yǔ)言特點(diǎn)論證中西模態(tài)邏輯差異形成的原因，所以此標(biāo)題難用8個(gè)英文詞寫出。它可改為主、副標(biāo)題樣式：Chinese and Western Modal Logic: The Difference and Its Cause (中西模態(tài)邏輯的差異及其成因)。二者同樣用了10個(gè)詞，但后者符合國(guó)際標(biāo)準(zhǔn)化規(guī)范。因此，在制作科技論文英文標(biāo)題時(shí)應(yīng)注意這一國(guó)際標(biāo)準(zhǔn)和英文規(guī)范，并用冒號(hào)將主、副標(biāo)題分開，不要按中文方式用破折號(hào)將之分開。
參考文獻(xiàn)
[1] Journal of Asia Numismatics，No.2， 2002，
ANS Press， Singapore.
[2] Abstracts of 9th International Congress of Logic，
Methodology and Philosophy of Science，Vol.Ⅰ，Ⅲ，
Uppsala University Press， Sweden， 1991.
（1）專業(yè)特色鮮明，表達(dá)準(zhǔn)確電子科技詞匯翻譯中可以使用直譯、意譯、音譯等方法，但萬(wàn)變不離其宗，它專業(yè)特色鮮明，要求表達(dá)準(zhǔn)確、精煉，體現(xiàn)電子專業(yè)詞匯特點(diǎn)。如Theinstrumentisnotworkingwell.假如按常規(guī)翻譯為“這臺(tái)儀器工作不好”，則沒(méi)有體現(xiàn)科技英語(yǔ)的特色，失去準(zhǔn)確和科學(xué)性，正確翻譯應(yīng)為“這臺(tái)儀器失靈了”。如Likechargesrepeleachotherwhileoppositechargesattracted.如果翻譯為“同樣的費(fèi)用相互排斥，相反的費(fèi)用相互吸引”則沒(méi)有準(zhǔn)確理解charge這個(gè)專業(yè)術(shù)語(yǔ)的含義，正確翻譯應(yīng)為“同種電荷相斥，異種電荷相吸”。如Forceisanypushorpullthattendstoproduceorpreventmotion.正確翻譯是力是能產(chǎn)生或阻止運(yùn)動(dòng)的任何形式的推或拉?！卞e(cuò)誤翻譯是力是任何傾向于產(chǎn)生或阻止運(yùn)動(dòng)的形式的推或拉?！比绨袰onnecttheblackpigtailwiththedoghouse.翻譯為“把黑色的豬尾巴系在狗窩上”則是犯了理解性錯(cuò)誤，正確翻譯應(yīng)為“將黑色的引線接在高頻高壓電源屏罩上”。
（2）大量使用縮略語(yǔ)縮略語(yǔ)的大量使用是科技英語(yǔ)詞匯的另一特點(diǎn)?？s略語(yǔ)主要分三類：①首字母縮略語(yǔ)如VCD（VideoCompactDisk）、ADC（Analog-DigitalConverter）；②將原來(lái)的單詞縮略一部分字母變成新詞如inf（oinformation）、lab（laboratory）、kil（okilogram）；③將兩個(gè)詞合成縮略為一個(gè)詞，如transceive（rtransmitter+receiver）、positro（npositive+electron）。此外，科技英語(yǔ)詞匯有不少源于希臘語(yǔ)和拉丁語(yǔ)，使用詞根、詞綴如friction（摩擦力）、expansion（膨脹）、radiatio（n輻射）、combinatio（n組合）等。此外，還有不少新興詞匯，這些詞匯有的屬于新造詞，有的則為活用詞，如hyperon（s超子）、antimatte（r反物質(zhì)）、cyberspac（e信息空間）等。理解縮略語(yǔ)的使用方法后，在翻譯科技文章時(shí)就會(huì)胸有成竹。
（3）需要時(shí)使用減詞和增詞英語(yǔ)與漢語(yǔ)在語(yǔ)言使用和表達(dá)方面有些不同，在翻譯中，為更好地消除語(yǔ)言差異，翻譯者應(yīng)在準(zhǔn)確理解和把握文章內(nèi)涵的前提下，翻譯出符合中文表達(dá)習(xí)慣的內(nèi)容，這樣有時(shí)勢(shì)必要使用到一些增減詞，才能使翻譯表達(dá)順暢、正確。只有增減都恰到好處，才不至于讓讀者摸不著頭腦或產(chǎn)生歧義。減詞翻譯法又稱省略法或省譯法，指在譯成漢語(yǔ)時(shí)，把原文中的某些詞不譯出來(lái)。常見(jiàn)的有代詞、冠詞、動(dòng)詞、介詞、連詞的省略。例如Allofusknowthattheconductivityofsemiconductorschangeswithtemperature.翻譯為“眾所周知，半導(dǎo)體的導(dǎo)電性隨溫度而變化。”（省譯引導(dǎo)賓語(yǔ)從句的連詞that），如果不使用減詞翻譯法，則失去了中文句子表達(dá)的嚴(yán)謹(jǐn)和規(guī)范性，無(wú)法體現(xiàn)科技英語(yǔ)簡(jiǎn)潔之美，甚至產(chǎn)生理解方面的歧義。增詞的翻譯是指譯者在英譯漢時(shí)，為了使譯文通順表達(dá)，在譯文中增加某些必要的詞，正確使用增詞法，能使譯文順暢、語(yǔ)義清晰。常見(jiàn)的增詞法有增加動(dòng)詞、某些概括性的詞如inshort等。如TheletterIstandsforthecurrentinAmperes,Etheelectromotiveforceinvolts,andRtheresistanceinohms.字母I代表電流的安培數(shù)，E代表電動(dòng)勢(shì)的伏特?cái)?shù)，R代表電阻的歐姆數(shù)。（E和R后均省略了standsfor），這是增加原文中省略部分的翻譯法，如果不使用增詞法，則中文句子無(wú)法成句，意思無(wú)法準(zhǔn)確理解。增譯和減譯都是科技英語(yǔ)翻譯中的實(shí)用和重要的技巧。翻譯者唯有牢牢把握科技原文的風(fēng)貌，對(duì)專業(yè)、英語(yǔ)、中文都有一定了解，才能做到熟練、準(zhǔn)確地翻譯，才能真實(shí)展現(xiàn)科技英語(yǔ)的科學(xué)之美。
二、電子科技英語(yǔ)的語(yǔ)法特點(diǎn)與翻譯對(duì)策
（1）普遍使用被動(dòng)語(yǔ)態(tài)電子科技英語(yǔ)作為工程技術(shù)類知識(shí)的載體，其語(yǔ)法特點(diǎn)之一是被動(dòng)語(yǔ)態(tài)的使用頻率遠(yuǎn)高于主動(dòng)語(yǔ)態(tài)。原因是被動(dòng)語(yǔ)態(tài)可以使科技人員在句子的開頭就引出最重要的信息，被動(dòng)語(yǔ)態(tài)將主語(yǔ)放在句首，讀者可以第一時(shí)間關(guān)注到關(guān)鍵信息，而且使用第三人稱的被動(dòng)語(yǔ)態(tài)與使用第一、第二人稱主語(yǔ)的主動(dòng)語(yǔ)態(tài)相比可使描述減少主觀色彩，更能體現(xiàn)科技論文側(cè)重推理和客觀準(zhǔn)確的特點(diǎn)。如Threemachinescanbecontrolledbyasingleoperato“r.三臺(tái)機(jī)器能由一個(gè)操作者操縱?！?、Electronicsclosertothenucleusareheldmoretightlythanthoseintheouterorbits.“靠近原子核的電子比外層軌道上的電子結(jié)合得緊。”、Theelectricresistanceismeasuredinohms“.電阻以歐姆為測(cè)量單位?！?、Ithasbeenprovedthatamaterial’sdimensionisoneofthefactorsinfluencingitsabilitytoconductelectric.“據(jù)證明，材料的尺寸是影響其導(dǎo)電能力的因素之一?！痹诜g中如能準(zhǔn)確把握各種時(shí)態(tài)的“be+V.過(guò)去分詞”的被動(dòng)語(yǔ)態(tài)結(jié)構(gòu)，加之一定的科技英語(yǔ)專業(yè)知識(shí)和中文素養(yǎng)，那么就不難做到翻譯的“忠實(shí)、準(zhǔn)確、通順”，也就是“信、達(dá)、雅”。
（2）廣泛使用名詞化結(jié)構(gòu)名詞化結(jié)構(gòu)指表示動(dòng)作意義的“名詞+of+名詞+修飾語(yǔ)”的語(yǔ)法結(jié)構(gòu)?？萍加⒄Z(yǔ)經(jīng)常使用名詞化結(jié)構(gòu)代替日常英語(yǔ)中用動(dòng)詞表達(dá)的內(nèi)容，能使文章更為簡(jiǎn)潔明了并能在有限的篇幅中承載更多的信息和內(nèi)容。電子科技英語(yǔ)中也廣泛使用名詞化結(jié)構(gòu)，使行文簡(jiǎn)練、結(jié)構(gòu)緊湊。對(duì)比以下兩種翻譯：原文：數(shù)字集成電路對(duì)現(xiàn)代社會(huì)的影響是顯而易見(jiàn)的。譯文1：Theimpactofdigitalintegratedcircuitsonmodernsocietyhasbeenpervasive.譯文2：Itispervasivethatdigitalintegratedcircuitshasimpactonmodernsocietygreatly.顯然，譯文1的名詞化結(jié)構(gòu)要比譯文2的動(dòng)詞結(jié)構(gòu)要言簡(jiǎn)意賅、淺顯易懂。英漢互譯時(shí)也要注意此點(diǎn)并將名詞化結(jié)構(gòu)準(zhǔn)確翻譯，不犯理解上的錯(cuò)誤。
（3）大量使用定語(yǔ)從句和非謂語(yǔ)動(dòng)詞結(jié)構(gòu)電子科技英語(yǔ)闡述定義或描述現(xiàn)象時(shí)常常需要對(duì)一些核心詞匯進(jìn)行限定修飾。采用定語(yǔ)從句進(jìn)行修飾，可使被描述的定義或現(xiàn)象的適用范圍更準(zhǔn)確，如Thefirststageisatunedradiofrequency(RF)amplifier,themainpurposeofwhichistoimprovesignal-tonoiseratioandtoprovideasufficientdegreeofselectivity.翻譯為“第一級(jí)為調(diào)諧高頻放大器，其主要作用是改進(jìn)信噪比并提供足夠的選擇性”，通過(guò)非限制性定語(yǔ)從句對(duì)RF的作業(yè)進(jìn)行修飾，使得句子更為簡(jiǎn)潔，表達(dá)更為嚴(yán)謹(jǐn)精確。又如Theinductorisacoilofwirethatmayhaveanaircoreoranironcoretoincreaseitsinductance.翻譯為“電感器是一組線圈，有的電感器是空心的（空氣芯），有的線圈中有可增加其電感量的鐵芯”。通過(guò)限制式定語(yǔ)從句對(duì)核心名詞wire進(jìn)行限定修飾，使inductor的定義更加清晰準(zhǔn)確。動(dòng)詞不定式是非謂語(yǔ)動(dòng)詞的一種，可在句中起名詞、形容詞和副詞的作用，可擔(dān)任除謂語(yǔ)以外的其它任何成分，它使整體句子結(jié)構(gòu)緊湊合理，指代關(guān)系更加明確、簡(jiǎn)潔明了。如Theabilityofamaterialtoconductcurrentdependsuponthenumberoffreeelectronsinthematerial.“材料的導(dǎo)電能力取決于材料中自由電子的多寡”。Whenonewantstomeasuretheelectriccurrent,voltageandresistance,onehastouseelectricinstruments.“人們想要測(cè)量電流、電壓和電阻時(shí)需要使用電子儀器?！标P(guān)注科技英語(yǔ)中的非謂語(yǔ)動(dòng)詞用法，有助于準(zhǔn)確和順暢翻譯好英語(yǔ)句子和篇章。
（4）詞序表達(dá)與中文不一致科技英文篇章中，還時(shí)有詞序表達(dá)與中文不一致的情況，此時(shí)，應(yīng)清楚區(qū)分中英文表達(dá)習(xí)慣的不同，不生搬硬套，而是在正確理解原文的基礎(chǔ)上對(duì)語(yǔ)句加以結(jié)構(gòu)重組，以達(dá)到次序調(diào)整，保證翻譯的準(zhǔn)確性。如Themaindevicefailuremodeissecondarybreakdown.如果直接譯為“主要器件的實(shí)效模式是二次擊穿”就錯(cuò)了，應(yīng)調(diào)整語(yǔ)序翻譯為“器件的主要失效模式是二次擊穿”。Whileacurrentisflowingthroughawire,thelatterisbeingheated.錯(cuò)誤譯法是“電流流過(guò)導(dǎo)線時(shí)，電流在后面發(fā)熱”，正確譯法應(yīng)為“電流流過(guò)導(dǎo)線時(shí)，導(dǎo)線就發(fā)熱。”
三、結(jié)語(yǔ)
關(guān)鍵詞：學(xué)賽結(jié)合;網(wǎng)絡(luò)營(yíng)銷;課程設(shè)計(jì)
《網(wǎng)絡(luò)營(yíng)銷》是高職院校電子商務(wù)專業(yè)開設(shè)的一門專業(yè)核心課程，該課程旨在訓(xùn)練學(xué)生利用網(wǎng)絡(luò)技術(shù)、網(wǎng)絡(luò)平臺(tái)進(jìn)行營(yíng)銷和策劃的能力，是一門實(shí)踐性要求極強(qiáng)的課程。筆者在實(shí)施課程教學(xué)時(shí)，以網(wǎng)絡(luò)營(yíng)銷能力大賽為引導(dǎo)，通過(guò)實(shí)施“學(xué)賽結(jié)合”的教學(xué)模式，搭建便于學(xué)生實(shí)踐操作和自主學(xué)習(xí)的《網(wǎng)絡(luò)營(yíng)銷》在線開放課程平臺(tái)，取得了較好的實(shí)踐教學(xué)效果。本文總結(jié)筆者在該課程教學(xué)過(guò)程中的整體設(shè)計(jì)思路以及在線開放教學(xué)平臺(tái)的架構(gòu)方法。
一、基本設(shè)計(jì)思路
1.教學(xué)模式設(shè)計(jì)
“學(xué)賽結(jié)合”教學(xué)模式的核心是將實(shí)踐教學(xué)內(nèi)容任務(wù)化，以競(jìng)賽形式完成實(shí)踐任務(wù)。我們選擇了中國(guó)互聯(lián)網(wǎng)中心的網(wǎng)絡(luò)營(yíng)銷能力秀大賽貫穿課程教學(xué)過(guò)程，在“學(xué)賽結(jié)合”的基礎(chǔ)上，針對(duì)高職電子商務(wù)專業(yè)學(xué)生的學(xué)情特點(diǎn)，將教學(xué)過(guò)程細(xì)化為“導(dǎo)、學(xué)、做、結(jié)、戰(zhàn)”五個(gè)環(huán)節(jié)。其中，“導(dǎo)”是建立知識(shí)導(dǎo)圖，使學(xué)生了解知識(shí)框架、明確學(xué)習(xí)重點(diǎn)；“學(xué)”為學(xué)習(xí)課堂，主要通過(guò)微課的形式講述基本營(yíng)銷方法；“做”就是操作課堂，采用微課的形式訓(xùn)練學(xué)生的動(dòng)手能力；“結(jié)”就是項(xiàng)目小結(jié)，首先設(shè)計(jì)一個(gè)項(xiàng)目小測(cè)，對(duì)前面的學(xué)習(xí)進(jìn)行驗(yàn)收，然后總結(jié)，再次提煉知識(shí)點(diǎn)；“戰(zhàn)”是網(wǎng)絡(luò)實(shí)戰(zhàn)，在實(shí)戰(zhàn)環(huán)節(jié)中，我們編輯了詳盡的實(shí)戰(zhàn)指導(dǎo)手冊(cè)，同時(shí)以網(wǎng)絡(luò)營(yíng)銷能力大賽為主要實(shí)戰(zhàn)平臺(tái)，以電子商務(wù)營(yíng)銷平臺(tái)，如淘寶網(wǎng)等為輔助平臺(tái)，指導(dǎo)學(xué)生通過(guò)參加競(jìng)賽、運(yùn)營(yíng)店鋪等實(shí)戰(zhàn)形式完成實(shí)踐教學(xué)。通過(guò)以上五個(gè)環(huán)節(jié)的設(shè)計(jì)，教師有效實(shí)現(xiàn)“學(xué)賽結(jié)合”。
2.教學(xué)項(xiàng)目及進(jìn)度設(shè)計(jì)
根據(jù)《網(wǎng)絡(luò)營(yíng)銷》課程的教學(xué)目標(biāo)，我們?cè)O(shè)計(jì)了四個(gè)主要的課程項(xiàng)目，并精心設(shè)計(jì)了項(xiàng)目實(shí)施的進(jìn)度。由下圖可見(jiàn)，項(xiàng)目2、3、4是并行項(xiàng)目，可同時(shí)展開，尤其是項(xiàng)目3-2和項(xiàng)目4貫穿整個(gè)教學(xué)過(guò)程，需要學(xué)生邊學(xué)邊做，投入更多的時(shí)間和精力。這兩個(gè)項(xiàng)目的實(shí)施不能只局限在課堂教學(xué)時(shí)間中，學(xué)生要時(shí)刻關(guān)注平臺(tái)的變化，在課外自主學(xué)習(xí)并完成項(xiàng)目。
3.教學(xué)考核設(shè)計(jì)
根據(jù)課程的教學(xué)與實(shí)踐內(nèi)容，課程考核側(cè)重實(shí)踐過(guò)程的考核。主要考核內(nèi)容為兩大部分：高職院?！毒W(wǎng)絡(luò)營(yíng)銷》在線開放課程設(shè)計(jì)河北政法職業(yè)學(xué)院張濤摘要：《網(wǎng)絡(luò)營(yíng)銷》是電子商務(wù)專業(yè)中一門實(shí)踐性要求較強(qiáng)的課程，“學(xué)賽結(jié)合”教學(xué)模式的核心是將實(shí)踐教學(xué)內(nèi)容任務(wù)化，以競(jìng)賽形式完成實(shí)踐任務(wù)。本文基于“學(xué)賽結(jié)合”模式從教學(xué)思路、教學(xué)項(xiàng)目及進(jìn)度、教學(xué)章節(jié)等方面闡述高職院?！毒W(wǎng)絡(luò)營(yíng)銷》在線開放課程的設(shè)計(jì)。關(guān)鍵詞：學(xué)賽結(jié)合網(wǎng)絡(luò)營(yíng)銷課程設(shè)計(jì)文章編號(hào)：ISSN2095-6711/Z01-2017-04-0270第一部分是在線開放課程平臺(tái)上的學(xué)習(xí)情況考核。在線開放平臺(tái)上的學(xué)習(xí)內(nèi)容以任務(wù)點(diǎn)展示，這些任務(wù)點(diǎn)包括微課視頻的觀看、案例分析、測(cè)驗(yàn)、作業(yè)、參與討論情況等。學(xué)生每完成一個(gè)任務(wù)點(diǎn)，系統(tǒng)會(huì)根據(jù)完成情況評(píng)出相應(yīng)的分?jǐn)?shù)，最后得出在線學(xué)習(xí)的分?jǐn)?shù)。第二部分是學(xué)生參與網(wǎng)絡(luò)實(shí)戰(zhàn)的考核。實(shí)踐過(guò)程的考核分為兩個(gè)項(xiàng)目的考核。第一個(gè)項(xiàng)目的考核是參加競(jìng)賽的考核，學(xué)生參加網(wǎng)絡(luò)營(yíng)銷能力競(jìng)賽，得到一個(gè)競(jìng)賽等級(jí)值——AR值，這個(gè)AR值代表學(xué)生的競(jìng)賽努力程度和達(dá)到的營(yíng)銷等級(jí)。這個(gè)指標(biāo)成為考核學(xué)生實(shí)踐能力的重要指標(biāo)。另一個(gè)項(xiàng)目的考核是關(guān)于營(yíng)銷實(shí)戰(zhàn)，如開設(shè)網(wǎng)店或者微店等情況的考核，學(xué)生在網(wǎng)上開設(shè)店鋪會(huì)獲得相應(yīng)的店鋪等級(jí)，這是實(shí)踐考核的一部分。在設(shè)計(jì)這兩個(gè)項(xiàng)目的考核方式時(shí)，我們采用等級(jí)折合分?jǐn)?shù)的方式，按照學(xué)生的競(jìng)賽等級(jí)和店鋪等級(jí)折合相應(yīng)分?jǐn)?shù)，然后與在線學(xué)習(xí)分?jǐn)?shù)進(jìn)行匯總，最后得出學(xué)生的考核情況。
二、在線開放教學(xué)平臺(tái)架構(gòu)
1.教學(xué)章節(jié)框架設(shè)計(jì)
框架是一門課程的主旨，清晰的框架能使學(xué)生快速形成對(duì)課程知識(shí)的梳理，從而明確學(xué)習(xí)目標(biāo)?！毒W(wǎng)絡(luò)營(yíng)銷》在線開放教學(xué)平臺(tái)的教學(xué)章節(jié)按照項(xiàng)目驅(qū)動(dòng)的方法進(jìn)行設(shè)計(jì)，有效地將“導(dǎo)、學(xué)、做、結(jié)、戰(zhàn)”五個(gè)教學(xué)環(huán)節(jié)融入每個(gè)項(xiàng)目的設(shè)計(jì)中。每一個(gè)項(xiàng)目下包含任務(wù)，每一個(gè)任務(wù)下的內(nèi)容均包含八個(gè)環(huán)節(jié)，分別為：“了解我，豐富你——知識(shí)導(dǎo)圖——學(xué)習(xí)課堂——操作課堂——項(xiàng)目小結(jié)——網(wǎng)絡(luò)實(shí)戰(zhàn)——PK大擂臺(tái)——了解你，完善我”?？梢钥闯觯税虒W(xué)模式中“導(dǎo)、學(xué)、做、結(jié)、戰(zhàn)”五個(gè)環(huán)節(jié)外，增加的其他三個(gè)環(huán)節(jié)不僅使課程內(nèi)容前后呼應(yīng)，有問(wèn)有答，同時(shí)還增加了課程的趣味性，提高了學(xué)生學(xué)習(xí)的積極性。
2.教學(xué)反饋環(huán)節(jié)設(shè)計(jì)
教與學(xué)是一個(gè)相長(zhǎng)的過(guò)程。為了隨時(shí)了解學(xué)生的學(xué)習(xí)進(jìn)度和學(xué)習(xí)需求，我們?cè)诿恳粋€(gè)教學(xué)章節(jié)的最后都設(shè)計(jì)了“了解你、完善我”的互動(dòng)環(huán)節(jié)，這個(gè)環(huán)節(jié)以開放式問(wèn)卷的形式進(jìn)行。教師一是了解學(xué)生對(duì)學(xué)習(xí)內(nèi)容的掌握情況，二是鼓勵(lì)學(xué)生對(duì)教學(xué)過(guò)程和教學(xué)內(nèi)容發(fā)表自己的觀點(diǎn)，或是對(duì)這些內(nèi)容提出相應(yīng)的改進(jìn)意見(jiàn)。這些建議和意見(jiàn)是我們完善教學(xué)內(nèi)容的依據(jù)。
3.創(chuàng)新性“PK大擂臺(tái)”的設(shè)計(jì)
最有效的教學(xué)方式在于能夠充分調(diào)動(dòng)學(xué)生參與的積極性，這就要求教師不能唱獨(dú)角戲，而要讓學(xué)生扮演學(xué)習(xí)的角色，發(fā)出代表不同觀點(diǎn)的聲音，讓這些不同觀點(diǎn)進(jìn)行PK，在PK中使學(xué)生解決問(wèn)題、發(fā)現(xiàn)真理，最終形成一致的認(rèn)識(shí)。下面以“傳統(tǒng)商務(wù)PK電子商務(wù)”為例，說(shuō)明“PK大擂臺(tái)”環(huán)節(jié)的在線平臺(tái)設(shè)計(jì)思路。具體內(nèi)容見(jiàn)下表
。4.教學(xué)資源建設(shè)
為便于學(xué)生自主學(xué)習(xí)，我們建設(shè)了豐富的案例庫(kù)和題庫(kù)。案例既包括文字案例，也包括視頻案例。案例的設(shè)計(jì)融入“學(xué)習(xí)課堂”的內(nèi)容中，就是案例是學(xué)習(xí)內(nèi)容的一部分，充分發(fā)揮案例教學(xué)法的作用。針對(duì)每一案例，我們?cè)O(shè)計(jì)了一些思考題或是投票活動(dòng)，引導(dǎo)學(xué)生觀看與思考，學(xué)生可以發(fā)表自己不同的觀點(diǎn)。題庫(kù)中編輯了1000多道試題，涵蓋各種題型和《網(wǎng)絡(luò)營(yíng)銷》的所有知識(shí)點(diǎn)，可作為高職院校學(xué)生進(jìn)行專接本考試的復(fù)習(xí)資料。
三、在線開放課程設(shè)計(jì)中需要注意的問(wèn)題
1.適應(yīng)移動(dòng)學(xué)習(xí)模式
移動(dòng)通信技術(shù)的飛速發(fā)展，使移動(dòng)學(xué)習(xí)成為未來(lái)重要的學(xué)習(xí)模式。因此在構(gòu)建在線開放教學(xué)平臺(tái)時(shí)，教師要注意課程資源的編輯與建設(shè)應(yīng)適應(yīng)移動(dòng)客戶端的瀏覽格式，如文字編輯要采用合適的字體字號(hào)，視頻格式最好以MP4或AVI為主等，這樣才能保障資源在移動(dòng)客戶端正常運(yùn)行。
2.注重互動(dòng)環(huán)節(jié)設(shè)計(jì)
互動(dòng)和交流是學(xué)生自主解決問(wèn)題的主要途徑，因此在線開放課程的設(shè)計(jì)中，交流討論模塊的設(shè)計(jì)與運(yùn)用顯得尤為重要。教師要設(shè)計(jì)學(xué)生感興趣的話題引導(dǎo)其討論，采用合適的交互策略，調(diào)動(dòng)學(xué)生互動(dòng)交流的積極性，只有形成學(xué)習(xí)者之間全方位的自主交互模式，在線開放課程的設(shè)計(jì)才能發(fā)揮實(shí)效。
作者:張濤 單位:河北政法職業(yè)學(xué)院
參考文獻(xiàn)：
關(guān)鍵詞：被動(dòng)語(yǔ)態(tài)；非限定動(dòng)詞；名詞化；長(zhǎng)句
一、廣泛使用被動(dòng)語(yǔ)態(tài)
根據(jù)英國(guó)利茲大學(xué)John Swales的統(tǒng)計(jì)，英語(yǔ)科技論文中的謂語(yǔ)至少1/3是被動(dòng)語(yǔ)態(tài)。這是因?yàn)橛⒄Z(yǔ)科技論文側(cè)重?cái)⑹峦评恚瑥?qiáng)調(diào)客觀準(zhǔn)確。第一、二人稱使用過(guò)多，會(huì)造成主觀臆斷的印象。因此盡量使用第三人稱敘述，采用被動(dòng)語(yǔ)態(tài)，例如：Electricity is widely used in industry and daily life.（電被廣泛用于工業(yè)和日常生活中）；Many alkaloids have been obtained by synthesis.（目前已用人工合成的方法獲得許多生物堿）。Attention must be paid to the working temperature of the machine.（應(yīng)當(dāng)注意機(jī)器的工作溫度）。而很少說(shuō)：You must pay attention to the working temperature of the machine.（你們必須注意機(jī)器的工作溫度）。
二、非限定動(dòng)詞應(yīng)用多
如前所述，英語(yǔ)科技論文要求行文簡(jiǎn)練，結(jié)構(gòu)緊湊，為此，往往使用分詞短語(yǔ)代替定語(yǔ)從句或狀語(yǔ)從句，使用分詞獨(dú)立結(jié)構(gòu)代替狀語(yǔ)從句或并列分句，使用不定式短語(yǔ)代替各種從句，介詞十動(dòng)名詞短語(yǔ)代替定語(yǔ)從句或狀語(yǔ)從句。這樣可縮短句子，又比較醒目。
（一）動(dòng)詞不定式
不定式雖然不能單獨(dú)做謂語(yǔ)，但它畢竟是動(dòng)詞的一種形式，因而保留有動(dòng)詞的某些特性。不定式有一般式、進(jìn)行式、完成式和完成進(jìn)行式四種。英語(yǔ)科技論文中一般式出現(xiàn)頻率最高，完成式次之，進(jìn)行式和完成進(jìn)行式出現(xiàn)較少。例如：Other problems to be solved are those of moisture，air and warmth.（要解決的其他問(wèn)題就是濕度、空氣和溫度）；It is possible to estimate the age of the earth by studying the concentration of salt in sea water.（通過(guò)測(cè)定海水中鹽的濃度，有可能估計(jì)出地球的年齡）。
（二）分詞
分詞和不定式一樣，雖然不能單獨(dú)作謂語(yǔ)，但仍然保留原有動(dòng)詞的某些性質(zhì)：可以用狀語(yǔ)來(lái)修飾；及物動(dòng)詞的現(xiàn)在分詞可以有自己的賓語(yǔ)；有時(shí)態(tài)和語(yǔ)態(tài)的變化。例如：A force acting on a body may change the motion of the body.（作用在物體上的力可以改變?cè)撐矬w的運(yùn)動(dòng)）；Having finished the test，they began to study the result（做完實(shí)驗(yàn)后，他們開始研究實(shí)驗(yàn)結(jié)果）；This is a clear case of electricity being converted into heat.（這是電能轉(zhuǎn)化為熱能的明顯例證）。
三、大量使用名詞化結(jié)構(gòu)
大量使用名詞化結(jié)構(gòu)（Nominalization）是科技英語(yǔ)的特點(diǎn)之一。因?yàn)橛⒄Z(yǔ)科技論文文體要求行文簡(jiǎn)潔、表達(dá)客觀、內(nèi)容確切、信息量大、強(qiáng)調(diào)存在的事實(shí)，而非某一行為?？萍加⒄Z(yǔ)中名詞化句子可作主語(yǔ)、賓語(yǔ)、介詞賓語(yǔ)、表語(yǔ)、賓語(yǔ)補(bǔ)足語(yǔ)、定語(yǔ)、同位語(yǔ)和狀語(yǔ)等，換句話說(shuō)，除了不能擔(dān)任謂語(yǔ)外，可以用作句子其它一切成分。例如：The rotation of the earth on its own axis causes the change from day to night（地球繞軸自轉(zhuǎn)，引起晝夜的變化）；The neutrons and protons form the core of the atom.（中子和質(zhì)子構(gòu)成原子核）。名詞化結(jié)構(gòu)使復(fù)合句簡(jiǎn)化成簡(jiǎn)單句，而且使表達(dá)的概念更加確切嚴(yán)密。又如：Archimeds first discovered the principle of displacement of water by solid bodies（阿基米德最先發(fā)現(xiàn)固體排水的原理）。句中displacement of water by solid bodies系名詞化結(jié)構(gòu)，一方面簡(jiǎn)化了同位語(yǔ)從句，另一方強(qiáng)調(diào)displacement這一事實(shí)。
四、長(zhǎng)句特殊作用
為了表述一個(gè)復(fù)雜概念，使之邏輯嚴(yán)密，結(jié)構(gòu)緊湊，英語(yǔ)科技論文中往往出現(xiàn)許多長(zhǎng)句。根據(jù)長(zhǎng)句的結(jié)構(gòu)特點(diǎn)大致可以將它們分為兩類：由于從句多而構(gòu)成的長(zhǎng)句和由于并列成分多或長(zhǎng)而構(gòu)成的長(zhǎng)句。
一、多元智能理論
多元智能理論（MultipleIntelligencesTheory）由美國(guó)哈佛大學(xué)發(fā)展心理學(xué)家、教育學(xué)家霍華德•加德納教授于1983年在《智能的結(jié)構(gòu)》一文中提出后，在世界范圍內(nèi)引發(fā)了教育的“革命性”變革。我國(guó)于20世紀(jì)90年代引進(jìn)多元智能理論，國(guó)內(nèi)有專家認(rèn)為，多元智能理論無(wú)疑是我們長(zhǎng)期以來(lái)一直在努力推崇的“素質(zhì)教育的最好全釋”；還有人指出：多元智能理論與建構(gòu)主義理論一道，構(gòu)成了我國(guó)新課程改革的強(qiáng)大理論支撐。多元智能理論指出人類內(nèi)涵的能力至少有八種：包括語(yǔ)文智能；音樂(lè)智能；邏輯—數(shù)學(xué)智能；空間智能；肢體—運(yùn)作智能；人際智能；自省智能；自然觀察智能。加德納認(rèn)為，相對(duì)于過(guò)去的一元智力理論，多元智能理論能夠更全面地描繪和評(píng)價(jià)人類的智力能力。加德納還指出，人類智能還包含有次級(jí)智能和多種次級(jí)構(gòu)成要素。
二、基于多元智能理論的汽車英語(yǔ)課程設(shè)計(jì)
（一）汽車英語(yǔ)課程設(shè)計(jì)的基本條件
Posner（1994）認(rèn)為，課程設(shè)計(jì)的基本條件包括：了解學(xué)生的需求、興趣、能力、知識(shí)水平等例如：學(xué)生需要什么、需要的原因、已有的能力、待補(bǔ)的能力、已有的基礎(chǔ)或條件，缺乏什么等等。熟悉課程情況例如，有能力識(shí)別和解釋該課程的基本概念和技能，全面和細(xì)致的有關(guān)知識(shí)，目前這個(gè)課程的開設(shè)情況等。擅長(zhǎng)聽說(shuō)讀寫譯五項(xiàng)必備能力，具有豐富教學(xué)經(jīng)驗(yàn)，而不是簡(jiǎn)單的拼湊、復(fù)制、模仿依據(jù)以上課程設(shè)計(jì)的基本條件，做好高職英語(yǔ)課程設(shè)計(jì)就要求教師進(jìn)行問(wèn)卷調(diào)查或訪談學(xué)生已經(jīng)完成的課程標(biāo)準(zhǔn)或已經(jīng)具備的語(yǔ)言知識(shí)，要求通過(guò)參考有關(guān)著作、論文、同類課程、教材等，與同行交流，收集積累案例或經(jīng)驗(yàn)等等。
（二）汽車英語(yǔ)課程設(shè)計(jì)的標(biāo)準(zhǔn)
根據(jù)Furey提出的標(biāo)準(zhǔn)，高職英語(yǔ)課程設(shè)計(jì)必須把握下列標(biāo)準(zhǔn)：
1.是否有足夠的理論依據(jù)英語(yǔ)課程設(shè)計(jì)必須基于什么樣的科學(xué)理論基礎(chǔ)，是否遵照其本身的科學(xué)性和社會(huì)性？
2.是否適合學(xué)生目標(biāo)在從事高職英語(yǔ)教學(xué)中，教師要因材施教。不但熟悉、掌握學(xué)生的自身學(xué)習(xí)情況、學(xué)習(xí)興趣，也注重培養(yǎng)學(xué)生的實(shí)際效果性。
3.是否具有成功實(shí)施的可能性和效果的可評(píng)性在從事高職英語(yǔ)教學(xué)中，教師要不斷自評(píng)課程設(shè)計(jì)的真實(shí)效果。
（三）汽車英語(yǔ)課程設(shè)計(jì)的內(nèi)容
汽車英語(yǔ)課程設(shè)計(jì)的內(nèi)容取決于授課的理念。針對(duì)英語(yǔ)語(yǔ)言，如果認(rèn)為語(yǔ)言是符號(hào)系統(tǒng)，課程設(shè)計(jì)就由語(yǔ)音、詞匯、語(yǔ)法、句型構(gòu)成，強(qiáng)調(diào)語(yǔ)言形式的正確性；如果視語(yǔ)言為交際工具，課程設(shè)計(jì)要考慮的是交際的人，交際發(fā)生的條件、交際的目的等。英語(yǔ)課程設(shè)計(jì)關(guān)注的不僅是語(yǔ)言形式的正確性，還有社交的適當(dāng)性。在教學(xué)研究過(guò)程中，在多元智能理論的指導(dǎo)下，根據(jù)調(diào)研結(jié)果對(duì)課程教學(xué)內(nèi)容進(jìn)行逐步更新，教材從最初的純英文閱讀形式的到單獨(dú)開發(fā)學(xué)生的專業(yè)英語(yǔ)閱讀能力，從聽、說(shuō)、讀、寫等能力的平行拓展，汽車專業(yè)英語(yǔ)校本教材內(nèi)容新穎，圖文并茂，根據(jù)主題確定教學(xué)內(nèi)容、重點(diǎn)及難點(diǎn)，融專業(yè)英語(yǔ)聽、說(shuō)、讀、寫訓(xùn)練于一體，重點(diǎn)突出，實(shí)用性強(qiáng)，有利于開發(fā)學(xué)生的多元英語(yǔ)語(yǔ)言智能，改善課堂教學(xué)氛圍，提高教學(xué)效果。
三、多元智能理論下汽車英語(yǔ)課程設(shè)計(jì)需注意的問(wèn)題
首先，汽車英語(yǔ)以提高口語(yǔ)交際能力為本位，突出應(yīng)用性本課程在對(duì)汽車企業(yè)英語(yǔ)應(yīng)用能力需求深入調(diào)研的基礎(chǔ)上，按確定工作任務(wù)模塊、同時(shí)突出語(yǔ)言技能的要求制訂教學(xué)大綱和授課計(jì)劃，明確了教學(xué)應(yīng)達(dá)到的知識(shí)標(biāo)準(zhǔn)和技能標(biāo)準(zhǔn)。其次，課程體系整合突出全面性、邏輯性、典型性和實(shí)用性本課程以國(guó)際汽車行業(yè)最新的知識(shí)體系為基礎(chǔ)，以市場(chǎng)為導(dǎo)向，將傳統(tǒng)汽車英語(yǔ)課程的以訓(xùn)練專業(yè)英語(yǔ)閱讀能力為主體的教學(xué)內(nèi)容，整合成為汽車構(gòu)成的4大部分分別為發(fā)動(dòng)機(jī)、底盤、車身、電氣設(shè)備以及發(fā)動(dòng)機(jī)的兩大機(jī)構(gòu)五大系統(tǒng)和底盤的傳動(dòng)系統(tǒng)、行駛系統(tǒng)、轉(zhuǎn)向系統(tǒng)和制動(dòng)系統(tǒng)等各個(gè)任務(wù)模塊以系統(tǒng)的知識(shí)主題構(gòu)成課程內(nèi)容體系。最后，教學(xué)手段優(yōu)化，突出多元英語(yǔ)智能培養(yǎng)在教學(xué)實(shí)踐中，注重將互動(dòng)教學(xué)、角色扮演、案例教學(xué)、多媒體聽力、課件加視頻等教學(xué)手段相結(jié)合，增加學(xué)生的學(xué)習(xí)興趣，提高其用英語(yǔ)分析和理解專業(yè)知識(shí)的能力和用英語(yǔ)進(jìn)行專業(yè)領(lǐng)域的交際能力，并結(jié)合具體課程內(nèi)容指導(dǎo)學(xué)生進(jìn)行延伸性思考，以增強(qiáng)學(xué)生的創(chuàng)新能力，全面促進(jìn)學(xué)生多元智能的發(fā)展。
總結(jié)
1.1 Background of this study 1
1.2 The current situation in oral English learning of non-English major students 1
1.3 Overview of the development of web-based study at home 2
1.4 The significance of the study 2
2. Literature Review 4
2.1 Definition of learning strategies 4
2.2 Classification of learning strategies 5
2.3 Studies on speaking learning strategies 6
2.4 Factors of influencing the choice of speaking learning strategies 8
3. The methodology 10
3.1 The subjects 10
3.2 Instruments 10
3.3 Data collection 11
3.4 Data analysis 11
4. Results and discussion 16
4.1 Frequency of the use of speaking learning strategies 16
4.2 Frequency of the use of different speaking learning strategies. 16
4.3 Differences in the use of speaking learning strategies by speakers with different factors 17
5. Conclusion 19
Acknowledgements 20
References 21
Appendices 23
1. Introduction
In this part, four sections are included. There are background of this study, the current situation in oral English learning of non-English major students, overview of the Internet development in China and the significance of the study.
1.1 Background of this study
With the fast development of society and the increasing openness to the world, the demands to communicate in English have been expanded to a large degree. College students are required to have a good competence in speaking before entering the society. But the fact is that the actual competence of college students in speaking is far from being satisfactory. It is necessary for us to improve the awareness of using strategies.
In the field of language learning and teaching over the last few decades, a prominent shift has taken place, resulting in great emphasis on learners and learning rather than teachers and teaching. The study of learning strategies has seen an “explosion of activity”. [1]105 In recent years although the history of research into speaking learning strategies is not very long, the study on speaking learning strategies can provide students with valuable suggestions on how to improve oral English in terms of accuracy, fluency, and complexity. Almost 15 researchers abroad have studied on speaking learning strategies. In China, Huang Xiaohua and Chen Sijin have done a great contribution to studies on speaking leaning strategies.
Nowadays, the development of computer science and technology and the prevalence of networks have deeply influenced people’s life, also the language study. However, there are still few researches on the web-based speaking learning strategies. The thesis attempts to make a study on web-based speaking learning strategies.
1.2 The current situation in oral English learning of non-English major students
In China, the teaching of English as a foreign language has been greatly influenced by the traditional education system. The traditional way still pay much attention to the examinations in schools, including colleges and universities either, rather than the application of language. Linguistic form is always the focus of both textbooks and language tests. Besides, under this model, one teacher is always in charge of many students in one class, so the teacher becomes the center of the class and there is little chance for the students to practice oral English. The English language learning is seen as a “knowledge-imparting” process and the English language learning is seen as a “knowledge-receiving’ process. Therefore, there is a misleading that English learners are regarded as passive recipients and do not need any initiative.
According to the investigation by Shi in 2000, college graduates who have strong speaking ability only account for 5%; those who are very weak in speaking account for 37%; those who are competent in international conference discussions account for 7% and those who are competent in foreign trade negotiations account for 14%. In spite of the fact that college students have a long history of learning English, the critical situation still not shift and the ability for the college students to speak English is far from satisfactory.
1.3 Overview of the development of web-based study at home
With the rapid development of computer science and technology and the prevalence of networks, people’s life has been influenced. According to “Survey Report on Internet Development in China” provided by China Internet Network Information Center (CNNIC) in January 2007, study is the fourth main goal following getting entertained, making friends and getting resources. In English Learning Teaching, Multi-media Means have been also applied. No one can ignore the great influence of the Internet on people’s daily life, including English study. A lot of people have made full use of the Internet for English study, such as reading or listening global news, watching America or Europe movies or TV series, taking part in chatting rooms for English study, making frien ds from other countries online, etc.
Web-based study can make learning anytime, anywhere available, thereby providing the possibility for lifelong learning. It also changes the relationship between teachers and students and provides increased access to study. Besides, web-based study is a good way to improve the student's critical thinking and analytical skills. [2]245
1.4 The significance of the study
With the development of global integration and the increased frequency of international communication, new and higher requirements in English study are put forward for college students. Gradually, more and more non-English major students realize the importance of oral English study and try to find out ways to improve their own oral English to a higher level. However, due to the influence of traditional teaching methods, long-time examination-oriented concept and ignorance to oral English in people’s mind, the current situation of college students, especially non-English major students, in oral English is far from being optimistic. From 1960s, language researchers home and abroad have focused on the relationship between oral English study and learning strategies and made deep study on speaking learning strategies.
What’s more, the Internet and computer science has played a more and more important role in people’s life and influenced language learning further. It is evidently an admirable thing, but there is little guidance to the English study online. The study on web-based learning strategies is few, even the study on web-based speaking learning strategies is almost blank. Therefore, this paper chooses a certain amount of non-English major students in ZUST, and studies their present situation or problems during using speaking learning strategies online, hoping to help them to find a suitable way to study online and finally achieve the ultimate goal of improving oral English.
2. Literature Review
In this part, four topics are discussed respectively. They are: definition of learning strategies, classification of learning strategies, studies on speaking learning strategies, factors of influencing the choice of speaking learning strategies.
2.1 Definition of learning strategies
In most of the studies, speaking learning strategies are not separated from learning strategies. The general definition of learning strategies is “mental or behavior activity related to some specific stage in the overall process of language acquisition or language use.” [3]154 In the short history of researches on learning strategies, lots of researches abroad gave definition of learning strategies from perspective of their study. Here are some.
Weinstein and Mayer insist that learning strategies are the behaviors and thoughts that a learner engages in during learning. Learning strategies are intended to influence the learner’s encoding process. 54 The researchers above all think learning strategies are actions useful to language learning but differ in the way learning strategies work.
In 1990, Cohen defines learning strategies as learning processes which are consciously selected by the learners. The element of choice is important here because this is what gives a strategy its special character. These are also moves which the learners are at least partially aware of, even if full attention is not being given to them. 78
In addition, Tarone defines language strategies as “an attempt to develop linguistic and sociolinguistic competence in target language –to incorporate these into one’s interlanguage competence.” [11]65-66 Stern gives the definition as “best reserved for general tendencies or overall characteristic of the approach employed by the language learner, leaving techniques as the term to refer to particular forms of observable learning behavior.& rdquo; [12]57-58
2.2 Classification of learning strategies
2.2.1 Classification of learning strategies abroad
Learning strategies have been classified by many scholars. However, most of these studies do not differ much with each other. Here are three typical classifications:
In the classification of O’Malley and Chamots, there are 3 major types of strategies, namely, cognitive strategies, meta-cognitive strategies and social/affective strategies. [13]155 O’Malley and Chamot make the classification depending on the level or type of processing involved. The disadvantage of O’Malley and Chamot’s classification is that it has difficulties in its application because the definition of each strategies item seems to be a little vague.
The classification scheme provided by Oxford is believed to be the most comprehensive classification to date. Oxford divided language strategies into two major groups, namely, direct strategies and indirect strategies. [14]54-55
1) Direct strategies: Memory strategies, Cognitive strategies, Compensation strategies.
2) Indirect strategies: Meta-cognitive strategies, Social strategies, Affective strategies.
The classification by Oxford has been widely used and accepted.
Cohen, in his work Strategies in Learning and Using a Second Language divided learners’ strategies into two types: language learning strategies and language using strategies. [15]124 Cohen’s classification seems clear and easy to understand, but it is difficult to tell whether it is for language learning or for language use. Besides, his study did not pay attention to meta-cognitive strategies, while many researchers believe that meta-cognitive strategies are one of the most important strategies to language learning.
2.2.2 Classification of learning strategies in China
As we know, in most of the studies, speaking learning strategies are not separated from learning strategies. In China, many researchers have made great contribution to learning strategies. In order to have a good understanding of learning strategies, many researchers focus on the classification of learning strategies. Cheng& Zhen and Wen are two prominent researchers.
Cheng& Zhen put forward two classification schemes. The first one is based on the role that strategies play in the learning process. There are cognitive strategies, meta-cognitive strategies, affective strategies and communicative strategies. The second one is based on areas of language knowledge and skills. There are strategies for learning pronunciation, grammar, vocabulary and strategies for developing listening, speaking, reading and writing skills. [16]56
Wen draws a complete system for language learning strategies. In this system, language learning strategies are divided into two categories: the beliefs about language learning and the learning strategies. The former concerns a learner’s viewpoint about how to learn a foreign language, and these beliefs decide the learning strategies one uses. The latter is subdivided into two groups: management skills and learning skills. Management skills are usually related to the language materials, including making study plans, evaluating one’s progress, measuring and modulating one’s affective state and so on; while learning skills generally include how to acquire the abilities in listening, speaking, reading and writing, how to deal with new words, how to learn pronunciation and so on. [17]54
2.3 Studies on speaking learning strategies
2.3.1 Nature of oral English
Oral English is different from written English in many ways. Oral English is usually not pre-organized and neat as written English. The sentence in oral English is usually shorter, even not completed or simpler, sometimes wrong in grammar. Also, we can find that oral English is always much up-dated and could express speaker’s ideals by tones of voice, intonation and stress.
The words are being spoken as they are being decided and as they are being understood. Once spoken, they are gone. While the reader can reread, the listener can have memory problems that will lead to misunderstandings or a request for a repetition. Furthermore, the listener may miss a part of what was said, perhaps through noise, or a moment’s distraction. [18]85
2.3.2 Studies on speaking learning strategies abroad
With the further study of learning strategies, some researchers have made detailed study on speaking learning strategies. Speaking strategies, which are closely related to strategies as in McDonugh’s review, turned out to be a focus among researchers of SLA. L2 researchers on speaking strategies were always divided into two camps:
1) Socio-linguistically orientated researchers, such as Tarone, who considered such strategies as social interaction.
2) Psycho-linguistically orientated researchers, represented by Faerch and Kasper, who recognized them as part of a planning process.
Through employing the me thodology of interpreting transcripts of learners’ language，the two camps set a destination of ascertaining various lists of possible strategies available to L2 learners, which were separately described by Poulisse and Bialystok. [19]78-79
The most comprehensive project into speaking strategies was conducted at the University of Nijmegen by Kellerman, Bongaerts, and Poulisse in the 1980s. In these studies by the Nijmegen group, verbal report and other methods were used for investigating the situation of the use of L2 speaking strategies, especially those used in compensating for gaps in communicative ability.
O’Malley and Chamot conducted an empirical interventionist study, which “is one of the most comprehensive studies of learner strategies to date”. [20]65 After the test, the members who were given precise and clear training in meta-cognitive，cognitive，and social strategies and affective strategies improved significantly more than the controlled group.
Cohen, Weaver and Li investigated the effects of a range of speaking strategies on three tasks performed by university foreign language students: a self-description, a story retelling, and a description of a favorite city at University of Minnesota. In 2000, there are also three major studies reviewed by Cohen, which dealt with training of speaking strategies, founded on the categorization of speaking strategies. One study was conducted with a survey of 122 first-year and fourth-year students in the English Department at an Egyptian university，half students receiving the treatment and half in the controlled group. A second study involved 60 undergraduates in compulsory English for Arts Student course. 75
2.3.3 Studies on speaking learning strategies at home
From the early 1980s, researchers in China began to pay more and more attention to speaking learning strategies. A thesis named “An investigation of learning strategies in colloquial communication that Chinese EFL learners in China employ” was accomplished by Huang Xiaohua in 1984. In 1985, Huang Xiaohua took a further research on relationship between speaking strategies and speaking proficiency among seniors of English major in Guangzhou Foreign Language Institute. They found that the use of learning strategies was relative to increased language achievement or proficiency and learning strategies had been firmly affirmed to play an active role in language learning. [23]287-307
In 1990, Chen Siqing Published “A study of communication strategies in interlanguage production by Chinese EFL learners” in an international magazine—Language Learning. In the study, the frequency, type and efficiency of using communication strategies by twelve students of foreign language majors were observed and described. [24]24-26
2.3.4 Factors of influencing the choice of speaking learning strategies
During the recent studies on learning strategies, many researchers have found that the use of speaking learning strategies is affected by many factors. And the most common factors are age, language proficiency, learning style, learning beliefs, gender, motivation and culture.
1) Age has been found to affect the use of oral English strategies. Older learners often use complex, sophisticated strategies. Young children respond more readily and intuitively to language “acquisition” in social and communicative situations, while older learners can learn language more steadily by means of cognitive and academic approaches. [25]154
2) L2 proficiency Bialystock found that functional practice correlated significantly with second language proficiency in tenth graders, whereas functional practice, formal practice, and monitoring were related to L2 proficiency in twelfth graders. [26]25
3) Learning styles also affect the choice of L2 learning strategies. Learning styles make a big difference in choosing learning strategies or the learning behavior of an individual.
4) Learning beliefs, as researchers, Weden, Horwitz; Abranham and Vann; Gerardo; Pedro; Yang, suggested, play an important role in dictating the use of learning strategies.
5) Gender differences in the use of learning strategies are indicated by several studies of Oxford and Nyikos, Oxford and Green, Kaylani e.
6) Motivation is also important in successful second language learning. Gardner, D. & L. Miller are typical researchers. Schumann, Oxford and Nyikos, Ehrman and Oxford, Okada also concern much about motivation and learning strategies.
7) Culture may play an important role in shaping particular learning behaviors, as some researchers indicated. Researchers such as O’Malley, Politzer and McGroa try, Scarcella, Carson, Hino, Kohn, Carson and Nelson, Levine, Reves and Leaver and Parry make researches on it. [27]85
3. The methodology
The study was conducted to investigate the current situation of speaking learning strategies used by students from non-English majors who have oral English study online by means of questionnaire survey. The whole chapter is composed of the following components: the subjects, the instruments, data collection, data analysis.
3.1 The subjects
3.1.1 Purpose
The major purposes of the study are: 1) to study the frequency of the use of speaking learning strategies during oral English study online; 2) to find out the differences in the frequency of the use of different speaking learning strategies; 3) to identify the differences in the use of speaking learning strategies by speakers with different factors including gender, major, personality, self-rated proficiency level; 4) to point out that the positive use of speaking learning strategies online is helpful to the improvement of oral English.
3.1.2 Participants
The participants are 107 college students of non-English major in ZUST. They are from different majors and are respectively from science and arts. And also, they are from different grades of different levels.
3.2 Instruments
The questionnaire has been used to gather information on the speaking learning strategies used by students of non-English major who have oral English study online. The students are required to finish the questionnaire in 10 minutes. The questionnaire contains 30 questions, concluding 6 questions about meta-cognitive strategies, 4 questions about cognitive strategies, 6 questions about memory strategies, 4 questions about compensation strategies, 5 questions about affective strategies, and 5 questions about social strategies. It uses five scales ranging from A (“never”) to E (“always”). The latter letter indicates a more frequent use of the Internet or strategies. The first part of the survey questionnaire is for the status of using the Internet for oral English study in ZUST. The second part focuses on the use of six types of strategies. The detailed reflection of different speaking learning strategies used in oral English study online can be represented as below: 1) memory strategies, such as setting up nets of relationships, making use of image and sound, reviewing, acting and so on; 2) cognitive strategies, such as practicing, receiving, and conveying information, analyzing and inferring, setting up rules for inputting and output information; 3) compensation strategies, such as guessing, overcoming deficiencies of language knowledge in speaking and writing; 4) meta-cognitive strategies, such as focusing on key points of learning, arranging and planning learning, evaluating learning; 5) affective strategies, such as lowering anxiety, encouraging oneself, learning about one’s own state of affect; 6) social strategies, such as enquiring about questions, cooperating with others, sympathizing others. The questionnaire is in Chinese, in order to make the participants understand the items better.
3.3 Data collection
The students majoring in science, especially the students majoring in engineering and students majoring in arts of business trade and humanity in ZUST, take part in this survey. The survey conducted during a week in April in 2010. There are different methods or procedures to collect the data in the researches of speaking learning strategies, such as observation, interview, questionnaire, verbal report, diary, etc. Each method has its advantages and disadvantages as well. But considering time-saving principal and the conception of building an environmental society, this survey is made online. During this period, we contact 3 students majoring in engineering in ZUST and then other students to take part in the survey. The students are required to answer the questionnaire in 10 minutes. The participants are advised not to be so bad in English to guarantee the quality of the survey. Then the data will undergo descriptive statistics. Descriptive statistics indicate the average level of the use of speaking learning strategies, the difference between two sets of scores, such as the relationship between some learners’ factors and the use of speaking learning strategies, such as gender, major, personality, self-rated proficiency, and the possibility and reliability of the data.
3.4 Data analysis
This paper analyzes the data collected in the research. Section one indicates the frequency of the use of speaking learning strategies during oral English study online. Section two shows the differences in the frequency of the use of different speaking learning strategies. Section three provides the differences in the use of speaking learning strategies by speakers with different factors including gender, major, personality, self-rated proficiency level. For the convenience of calculating, A (“never&rd quo;) to E (“always”) in the questionnaire count 1-5 scores gradually. And all use mean and Std. Deviation to make a contrast between each other and check the possibility of the results.
3.4.1 Frequency of the use of speaking learning strategies
Table 3.1 Frequency of the use of speaking learning strategies online and in real life
Category Online In real life
Overall strategies 2.50 4.02
Memory strategies 2.30 4.33
Cognitive strategies 2.57 3.04
Compensation strategies 2. 82 4.83
Meta-cognitive strategies 2. 53 3.12
Affective strategies 2.19 3.03
Social strategies 2.24 4.08
The table 3.1 above shows the mean scores of the use of speaking learning strategies online and in the real life respectively. It is clearly that the frequency of the overall use of speaking learning online only accounts 2.50, greatly lower than that in the real life, which holds 4.02. Besides, the respective scores of the use of different speaking learning strategies are relatively lower than that in the real life.
3.4.2 Frequency of the use of different speaking learning strategies
Table 3.2 Frequency of the use of different speaking learning strategies
Category Mean Std. Deviation
Memory strategies 2.30 2.29
Cognitive strategies 2.57 3.33
Compensation strategies 2. 82 4.91
Meta-cognitive strategies 2. 53 5.18
Affective strategies 2.19 3.43
Social strategies 2.24 3.07
The table 3.2 above shows the mean scores and std. deviation of the use of different speaking learning strategies online. As the survey shows, the most frequent speaking learning strategies used by students are compensation strategies, which accounts for 2.82. The latter two are cognitive strategies and meta-cognitive strategies, which accounts for 2.57 and 2.53 respectively. Affective strategies only have 2.19, which are comparatively low to the overall level.
3.4.3 Differences in the use of speaking learning strategies by speakers with different factors
3.4.3.1 Use of the speaking strategies by different gender
Table 3.3 Frequency of the use of speaking learning strategies by different gender
Category Male Female
Overall strategies 2.33 2.67
Memory strategies 2.28 2.32
Cognitive strategies 2.53 2.61
Compensation strategies 2.51 2.55
Meta-cognitive strategies 2.49 2.57
Affective strategies 2.18 2.20
Social strategies 2.21 2.27
From table 3.3, we can see that there is no big significant difference in using memory strategies, cognitive strategies, compensation strategies, meta-cognitive strategies, affective strategies and social strategies between different genders. The overall strategies used by females hold 2.67, higher than 2.33 for males. The use of learning strategies by females is more frequent than the males. Also, the scores of respective speaking learning strategies by the females are always higher than the males.
3.4.3.2 Use of the speaking strategies by different majors
Table 3.4 Frequency of the use of speaking learning strategies by different major
Category Science Arts
Overall strategies 2.36 2.64
Memory strategies 2.25 2.35
Cognitive strategies 2.51 2.63
Compensation strategies 2.59 2.47
Meta-cognitive strategies 2.31 2.33
Affective strategies 2.15 2.23
Social strategies 2.19 2.29
From table 3.4, the overall use of speaking learning strategies by students from arts occupies 2.64, while the use of those from science occupies 2.36. The students from arts use speaking learning strategies a little more frequent than those of the science. Also, this contrast between males and females can be seen by the scores of each speaking learning strategies in the table3.4.
3.4.3.3 Use of the speaking strategies by different personalities
Table 3.5 Frequency of the use of speaking learning strategies by different personality
Category Extroverted Introverted
Overall strategies 2.50 2.42
Memory strategies 2.27 2.33
Cognitive strategies 2.58 2.56
Compensation strategies 2.56 2.50
Meta-cognitive strategies 2.28 2.34
Affective strategies 2.19 2.17
Social strategies 2.26 2.21
From table 3.5, the scores of the extroverted students and the introverted students are near the same. And it is not fixed that the scores of the extroverted ones are higher than the introverted ones by each strategies. The score of memory strategies by the introverted occupies 2.33, 0.05 higher than the extroverted. Also, we can see that the score of the meta-cognitive strategies by the introverted is 0.06 higher. There is no big difference in the use of the speaking strategies with different personality, but normally the speaking learning strategies used by the outgoing and confident students are more frequent, especially social strategies, affective strategies and compensation strategies.
3.4.3.4 The use of the speaking strategies by different self-rated proficiency levels
Table 3.6 Frequency of the use of speaking Learning
strategies by different self-rated proficiency level
Category High Medium Low
Overall strategies 2.53 1.61 0.89
Memory strategies 1.84 1.71 1.12
Cognitive strategies 2.19 1.97 0.98
Compe nsation strategies 1.51 1.57 1.90
Meta-cognitive strategies 2.57 1.63 0.83
Affective strategies 2.83 1.88 0.67
Social strategies 2.11 1.54 0.83
In this part, students are divided into three groups by self-rated proficiency level, namely, high, medium and low. Table 3.6 clearly shows that the strategies used by the participants are significantly and positively related to their proficiency level. The good students with higher-rated proficiency level use more speaking learning strategies and relatively the students with low-rated proficiency level use less speaking learning strategies. In addition, the compensation is often used by the ones who are relatively weak in English, which occupy 1.9 point in the table 3.6.
4. Results and discussion
4.1 Frequency of the use of speaking learning strategies
As the survey shows, the overall use of speaking learning strategies online is still low. The possible reason should be:
First, the college students have not thought high of or even realized the great potential and function of the net to learning. Although the Internet can capture students’ attention easily, it is not often used for study. Students are used to and willing to study in class or by textbooks or homework.
Second, even though a part of students realized the value of Internet to study, they do not know how to study. The further negative effect is that they lose the interest in oral English practicing easily. This may need the teachers to guide them and enlighten their mind with fleshing ideas, innovation and updated rich information about the ways to practice oral English on the Internet.
Third, there is no admirable and pleasant atmosphere for web-based study. As nearly all the students live in the dormitory, they are easily affected by each other. So, an environment full of interaction is advocated. The teachers or the students themselves could build some forums, unions or study groups to arise the atmosphere of study.
The last but not the least, the Internet has so much temptation to allure the students to have some entertainment. So, the Internet itself may reduce the speaking learning use. Students are always weak in self-motivated learning ability and ability to study independently online. As to this, the students themselves should pay more efforts on it.
4.2 Frequency of the use of different speaking learning strategies.
From the data we can see that the most frequent speaking learning strategy used by students online is the compensation strategies. This may be the reason that the average oral English level of non-English major students is not high and a big amount of them is low. When they could not understand what the other talks about during the conversation, they will ask them to repeat or slow down the speed. Since the storage of their vocabulary is limited, when they could not remind of the words or sentences needed, they will choose other words or sentences to replace these words or sentences. And when they could not express themselves clearly, they will try to give examples to elaborate it.
The lower ones to compensation strategies in the survey are cognitive strategies and meta-cognitive strategies. It is gratified that students have an identifying goal of study in English learning and they also take advantage of the Internet resources under a pleasant condition by watching America movie or TV series or listening VOA, BBC, etc. They also try to seek the better way to improve oral English and have the ability to make arrangements.
Affective strategies, memory strategies and social strategies are comparatively lower in the data. Students are easy to be depressed about their oral English and sometimes have the thought to let it be. When confronted with new words on movies, TV series, websites, chatting online, etc, students will not write them down or try to find their meanings. Social strategies could contribute much but are limited by the traditional study habits online. Students have not formed the habits to practice English by e-mails, chatting rooms or other methods online.
4.3 Differences in the use of speaking learning strategies by speakers with different factors
As we can see from the use of the speaking strategies by different genders, majors, personality, and self-rated proficiency level above, English learning factors do affect the oral learning inline.
As to the gender, females pay more attention to the use of speaking learning strategies and have more talents in language learning. Female students are not engaged in many entertainments such as games, etc. But both males and females should make best use of the advantages and bypass the disadvantages
As to the major, the scores of the students majoring in arts are conspicuously superior to the students majoring in science. The thinking pattern and the advantage of sharing emotion and social practice of the students majoring in art makes them superior in the use of speaking learning strategies, while the students majoring in science pay much on the technologies and data than language itself.
As to personality, the extroverted ones gain much. The extroverted personality always represents confident, outgoing and communicating or sharing much with others. The confident and outgoing ones always have a higher self-rated proficiency. If one is more confident and outgoing, then he or she will pay more efforts on how to improve oral English and gain more opportunity to have a communication with others.
As to self-rated proficiency, it is clear that the students with higher self-rated proficiency level use more speaking learning strategies and the students with lower self-rated proficiency level use less speaking learning strategies. In turn, the ones who use varied speaking learning strategies more frequently can always achieve better outcomes in oral English. But as the Internet is only one assisting tool to oral English learning, so, we can not say that it is definitely a deciding factor. But it is sure that frequent use of strategies do contributes to the results of the oral English learning.
At present, however, not too many students regard the speaking learning strategies important, and have not formed a good study mode online. So, I would like to bring up some advice for reference: 1)lowering anxiety and practicing step by step; 2)preparing and planning for using speaking learning strategies; 3)selecting and using proper and suitable strategies for yourself; 4)summarizing your oral study and making adjustments accordingly; 5)going outside and practicing more and more. How to get rid of the barriers of the negative factors and make full use of the positive ones is a wise but a difficult thing. Also, to make full use of the Internet in study and put the speaking learning strategies into the oral English study online are meaningful but still a long way.
5. Conclusion
The above discussion of study and research is by no means comprehensive but it deserves our study.
Nowadays, Internet is an interesting and fashionable thing to us. It has attracted our eyeballs for a long time and occupied plenty of our time as well. The introduction of Internet brings new vigor to teaching and learning process, but it also tends to be inefficient during the study. Thus, the frequency of using speaking learning strategies online is low. This requires the proper use of speaking learning strategies and efforts by the students.
As the study shows, the most frequent speaking learning strategies used online is compensation strategies. It may after all be accepted as a good way to circumvent the weakness in oral English, but not a good and long-time way to improve oral English level. Other strategies do deserve to use and have some requirements to the learners: the use of cognitive strategies and meta-cognitive strategies requires learners know how to make arrangements for study and have the ability to self-control during the study online. The study of affective strategies shows that an enterprising and perseverant mind is advocated in practicing oral English. Memory strategies request the learners to be more diligent and hardworking to English study. At last, the social strategies are functional and demand the students to explore more gateways of practicing oral English online.
It is evident that learners’ factors can easily affect the use of speaking learning strategies online and some factors can not be changed at once. But, if the learners could foster strengths and circumvent weaknesses, and absorb the shining points from the others, there will be a new look of oral English learning.
Speaking learning strategies is by no means helpful to the improvement of oral English, although this paper could not give affirmative support to it. But we can see that the good learners always use speaking learning strategies more frequently.
All in all, it is greatly expected that the learners could make full use of the website and speaking learning strategies during the study online and there will be a better atmosphere of practicing oral English online in the future.
Acknowledgements
My initial thanks go to my supervisor Louqing, who patiently supervised my dissertation and was at times very willing to offer me illuminating advice or suggestions. Without her help, I could not have finished this dissertation.
I am also indebted to other teachers and my classmates who have not only offered me their warm encouragements but also shared with me their ideas and books. They are Yangxue, Chenliang, Fanyanlong, wangbo and many others.
My greatest personal debt is to my grandparents and parents, who have cultivated a soul of sensitivity, hospitality, and honesty out of me, and offered a harbor of happiness and sweetness for me.
The remaining weakness and possible errors of the dissertation are entirely my own.
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Appendices
浙江科技學(xué)院非英語(yǔ)專業(yè)大學(xué)生網(wǎng)上英語(yǔ)口語(yǔ)學(xué)習(xí)策略調(diào)查問(wèn)卷
一、個(gè)人簡(jiǎn)況
姓名:
性別: A 男 B女
科別： A 理工科 B文科
你的性格特征： A內(nèi)向 B外向
你認(rèn)為你目前的英語(yǔ)綜合水平： A很差 B一般 C優(yōu)秀
二、網(wǎng)上英語(yǔ)口語(yǔ)學(xué)習(xí)策略調(diào)查
（元認(rèn)知策略使用情況調(diào)查）
1、我尋求好的網(wǎng)上口語(yǔ)練習(xí)的時(shí)間和地點(diǎn)。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
2、上網(wǎng)學(xué)習(xí)時(shí)，我能把握上網(wǎng)學(xué)習(xí)的時(shí)間和內(nèi)容。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
3、對(duì)于如何上網(wǎng)提高英語(yǔ)口語(yǔ)能力，在不同時(shí)期，我有明確的目標(biāo)。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
4、我總在尋求更好的口語(yǔ)學(xué)習(xí)方法。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
5、我思考和評(píng)價(jià)自己的上網(wǎng)學(xué)習(xí)方法從而找出存在的問(wèn)題和解決方法。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
6、在說(shuō)話前， 我先把想說(shuō)的話組織好再說(shuō)。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
（認(rèn)知策略使用情況調(diào)查）
7、我瀏覽各種英文網(wǎng)站、聽英文錄音VOA,BBC,. etc及看英文視頻等，聽和練習(xí)口語(yǔ)。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
8、在用英語(yǔ)聊天時(shí)，我會(huì)猜想對(duì)方下一句會(huì)說(shuō)什么。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
9、聽VOA,BBC，. etc 或歐美劇等英文視頻時(shí)，我會(huì)模仿其說(shuō)話方式、語(yǔ)音語(yǔ)調(diào)及用詞。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
10、聽VOA,BBC，. etc 或歐美劇等英文視頻時(shí)，我會(huì)小聲跟著說(shuō)。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
（記憶策略使用情況調(diào)查）
11、我反復(fù)觀看喜歡的歐美劇，以便加深印象。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
12、記單詞時(shí)， 我會(huì)想到同根的詞或近義詞、反義詞等相關(guān)詞匯。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
13、在英文網(wǎng)站上遇到新單詞我就猜它的意思。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
14、一遇到生詞就查字典嗎?
A從不 B很少 C有時(shí) D經(jīng)常 E總是
15、我把上網(wǎng)遇到的生詞記在單詞本上。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
16、我用金山詞霸等網(wǎng)上字典在線查找生詞的意義及用法。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
（補(bǔ)償策略使用情況調(diào)查）
17、QQ聊或聊天室語(yǔ)音等方式交流時(shí)， 我會(huì)努力猜測(cè)TA接下去將說(shuō)什么。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
18、QQ聊或聊天室語(yǔ)音等方式交流時(shí)， 當(dāng)不懂對(duì)方所言時(shí)，會(huì)請(qǐng)求對(duì)方重復(fù)或放慢語(yǔ)速。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
19、QQ聊或聊天室語(yǔ)音等方式交流時(shí)， 當(dāng)與別人交談時(shí)想不起某個(gè)詞 時(shí)， 我會(huì)使用同義詞（組）。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
20、當(dāng)不能表達(dá)自己時(shí)， 我會(huì)舉例等方式進(jìn)行解釋。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
（情感策略使用情況調(diào)查）
21、在網(wǎng)絡(luò)環(huán)境中害怕別人發(fā)現(xiàn)你英語(yǔ)方面的不足嗎?
A從不 B很少 C有時(shí) D經(jīng)常 E總是
22、為了把口語(yǔ)說(shuō)好，我經(jīng)常自我鼓勵(lì)。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
23、說(shuō)英語(yǔ)緊張時(shí)， 我會(huì)想辦法消除它。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
24、上網(wǎng)學(xué)習(xí)英語(yǔ)后，我的學(xué)習(xí)興趣提高了。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
25、我會(huì)與家人、同學(xué)、老師等探討口語(yǔ)學(xué)習(xí)的感受
A從不 B很少 C有時(shí) D經(jīng)常 E總是
（社交策略使用情況調(diào)查）
26、用英語(yǔ)寫郵件或聊天時(shí)，我請(qǐng)對(duì)方糾正我的錯(cuò)誤。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
27、通過(guò)網(wǎng)上交流很容易在學(xué)習(xí)上和同學(xué)結(jié)成朋友。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
28、必要時(shí)，交談借助手勢(shì)、表情等進(jìn)行表達(dá)。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
29、交談時(shí)，我把精力放在意思表達(dá)上。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
30、在口語(yǔ)表達(dá)時(shí)，我直接向?qū)Ψ奖硎咀约河龅嚼щy，向?qū)Ψ綄で髱椭?/p>
A從不 B很少 C有時(shí) D經(jīng)常 E總是
浙江科技學(xué)院非英語(yǔ)專業(yè)大學(xué)生非網(wǎng)絡(luò)狀態(tài)下英語(yǔ)口語(yǔ)學(xué)習(xí)策略調(diào)查問(wèn)卷
（元認(rèn)知策略使用情況調(diào)查）
1、我尋求好的網(wǎng)上口語(yǔ)練習(xí)的時(shí)間和地點(diǎn)。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
2、學(xué)習(xí)時(shí)，我能把握學(xué)習(xí)的時(shí)間和內(nèi)容。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
3、對(duì)于如何提高英語(yǔ)口語(yǔ)能力，在不同時(shí)期，我有明確的目標(biāo)。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
4、我總在尋求更好的口語(yǔ)學(xué)習(xí)方法。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
5、我思考和評(píng)價(jià)自己的學(xué)習(xí)方法從而找出存在的問(wèn)題和解決方法。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
6、在說(shuō)話前， 我先把想說(shuō)的話組織好再說(shuō)。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
（認(rèn)知策略使用情況調(diào)查）
7、我參加有利于英語(yǔ)提高的活動(dòng)，聽和練習(xí)口語(yǔ)。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
8、在用英語(yǔ)聊天時(shí)，我會(huì)猜想對(duì)方下一句會(huì)說(shuō)什么。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
9、聽英語(yǔ)時(shí)，我會(huì)模仿其說(shuō)話方式、語(yǔ)音語(yǔ)調(diào)及用詞。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
10、聽英語(yǔ)時(shí)，我會(huì)小聲跟著說(shuō)。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
（記憶策略使用情況調(diào)查）
11、我反復(fù)朗讀喜歡的英語(yǔ)文章，以便加深印象。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
12、記單詞時(shí)， 我會(huì)想到同根的詞或近義詞、反義詞等相關(guān)詞匯。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
13、遇到新單詞我就猜它的意思。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
14、一遇到生詞就查字典嗎?
A從不 B很少 C有時(shí) D經(jīng)常 E總是
15、我把遇到的生詞記在單詞本上。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
16、我會(huì)努力查找生詞的意義及用法。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
（補(bǔ)償策略使用情況調(diào)查）
17、英語(yǔ)聊天時(shí)，我會(huì)努力猜測(cè)TA接下去將說(shuō)什么。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
18、英語(yǔ)聊天時(shí)，當(dāng)不懂對(duì)方所言時(shí)，會(huì)請(qǐng)求對(duì)方重復(fù)或放慢語(yǔ)速。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
19、英語(yǔ)聊天時(shí)， 當(dāng)與別人交談時(shí)想不起某個(gè)詞時(shí)， 我會(huì)使用同義詞（組）。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
20、當(dāng)不能表達(dá)自己時(shí)， 我會(huì)舉例等方式進(jìn)行解釋。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
（情感策略使用情況調(diào)查）
21、害怕別人發(fā)現(xiàn)你英語(yǔ)方面的不足嗎?
A從不 B很少 C有時(shí) D經(jīng)常 E總是
22、為了把口語(yǔ)說(shuō)好，我經(jīng)常自我鼓勵(lì)。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
23、說(shuō)英語(yǔ)緊張時(shí)， 我會(huì)想辦法消除它。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
24、一番努力學(xué)習(xí)后，我的學(xué)習(xí)興趣提高了。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
25、我會(huì)與家人、同學(xué)、老師等探討口語(yǔ)學(xué)習(xí)的感受
A從不 B很少 C有時(shí) D經(jīng)常 E總是
（社交策略使用情況調(diào)查）
26、用英語(yǔ)聊天時(shí)，我請(qǐng)對(duì)方糾正我的錯(cuò)誤。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
27、英語(yǔ)打開新的世界，結(jié)交更多的朋友。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
28、必要時(shí)，交談借助手勢(shì)、表情等進(jìn)行表達(dá)。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
29、交談時(shí)，我把精力放在意思表達(dá)上。
A從不 B很少 C有時(shí) D經(jīng)常 E總是
30、在口語(yǔ)表達(dá)時(shí)，我直接向?qū)Ψ奖硎咀约河龅嚼щy，向?qū)Ψ綄で髱椭?/p>
A從不 B很少 C有時(shí) D經(jīng)常 E總是
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我謹(jǐn)在此承諾：本人所寫的畢業(yè)論文《基于網(wǎng)絡(luò)的英語(yǔ)口語(yǔ)學(xué)習(xí)策略研究》均系本人獨(dú)立完成，沒(méi)有抄襲行為，凡涉及其他作者的觀點(diǎn)和材料，均作了注釋，若有不實(shí)，后果由本人承擔(dān)。
由于計(jì)算機(jī)人才已經(jīng)得到了社會(huì)輿論中的普遍認(rèn)可，即便不從事計(jì)算機(jī)工作的畢業(yè)生，在工作中也得到了日常化的普及。不論是學(xué)者撰寫的學(xué)術(shù)論文，還是會(huì)計(jì)財(cái)務(wù)人員的核算方式，抑或是教師在課堂上廣泛使用的PPT技術(shù)，都顯示出計(jì)算機(jī)基本技術(shù)在工作領(lǐng)域中的通用性[3]。然而在現(xiàn)實(shí)的高校中，由于課程地位的不是很高這一現(xiàn)實(shí)狀況，使得教師少有從業(yè)的激情，也使得學(xué)生在學(xué)習(xí)過(guò)程中大多以混學(xué)分為目的，而認(rèn)識(shí)不到計(jì)算機(jī)的應(yīng)用基礎(chǔ)技術(shù)在未來(lái)工作中的重要作用與無(wú)限制的發(fā)展空間。雖然和英語(yǔ)一樣，計(jì)算機(jī)應(yīng)用基礎(chǔ)學(xué)問(wèn)也存在著社會(huì)考級(jí)這一現(xiàn)象，省級(jí)二等與國(guó)家級(jí)二等的證書也是非專業(yè)的很多學(xué)員應(yīng)該持有的證件。但是在具體的考級(jí)教育中，學(xué)生更感興趣的依然是英語(yǔ)四六級(jí)考試以及一些國(guó)家職業(yè)資格證書方面的考試，校方也往往不把計(jì)算機(jī)等級(jí)證書作為學(xué)生畢業(yè)學(xué)分的參考標(biāo)準(zhǔn)，這就使得計(jì)算機(jī)在學(xué)生的意識(shí)和學(xué)習(xí)取舍中徹底邊緣化。
二、計(jì)算機(jī)應(yīng)用基礎(chǔ)課程中的改革方略及建設(shè)性思考
（一）提高公共課程的學(xué)科地位解決計(jì)算機(jī)用用基礎(chǔ)教學(xué)的這一問(wèn)題，首先還要遵循著“解鈴還須系鈴人”的策略方針，在高校公共教育體制之內(nèi)踐行深度化的改革方略。首先要在教學(xué)方針上，提高公共課程的學(xué)科地位。雖然高校是一個(gè)為學(xué)生謀求業(yè)務(wù)發(fā)展的平臺(tái)，但是要想實(shí)現(xiàn)更好的發(fā)展，畢竟仍然要以生存技能的重視為主要前提。不論是計(jì)算機(jī)應(yīng)用基礎(chǔ)課程，還是大學(xué)外語(yǔ)或者大學(xué)語(yǔ)文，都是每一個(gè)學(xué)員基本常識(shí)培訓(xùn)的重要學(xué)科，屬于生存技能層面中需要掌握的知識(shí)。高校要在四年學(xué)制中，秉持并把握住“先求生存，后謀發(fā)展”的理念，在前一兩年的教學(xué)進(jìn)度中加強(qiáng)公共課的教學(xué)重視力度。
（二）擴(kuò)大相關(guān)專業(yè)的招聘規(guī)模加強(qiáng)計(jì)算機(jī)課程內(nèi)的師資力度是實(shí)現(xiàn)改革方略中的最重要一環(huán)，不論是企業(yè)單位還是機(jī)關(guān)、教育單位，任何改革都離不開人這個(gè)最活躍的因素。基于這種認(rèn)識(shí)，計(jì)算機(jī)專業(yè)中的人才需要在社會(huì)價(jià)值的疏導(dǎo)過(guò)程中正確樹立自身的擇業(yè)傾向，要認(rèn)識(shí)到理論教導(dǎo)高于實(shí)踐應(yīng)用的原則，一定程度上培養(yǎng)“君子不器”的價(jià)值理念。畢竟人才的衡量尺度是多元化的，教育的成功仍舊可冠之以人才的美名和稱謂，而不僅僅局限于技術(shù)部門之內(nèi)。高校也應(yīng)當(dāng)擴(kuò)大計(jì)算機(jī)專業(yè)的招聘規(guī)模，并適當(dāng)提高教師的待遇，以調(diào)動(dòng)教育工作的積極性。
（三）宣傳社會(huì)考級(jí)的重要價(jià)值在計(jì)算機(jī)應(yīng)用基礎(chǔ)課程的最重要改革過(guò)程中，與社會(huì)考級(jí)的重要地位緊密聯(lián)系也是一個(gè)不可忽略的一個(gè)重要方略。社會(huì)考級(jí)的一度熱門，正因?yàn)榈燃?jí)證書在具體的就業(yè)過(guò)程中具有非比尋常的重要價(jià)值。而在公共課的講授中，通過(guò)刺激學(xué)生的考級(jí)目的而增強(qiáng)課堂流程中的活躍程度，不失也是一個(gè)很好的建議。鑒于當(dāng)前英語(yǔ)考級(jí)體制發(fā)生的變革，計(jì)算機(jī)考級(jí)也應(yīng)當(dāng)與時(shí)俱進(jìn)，根據(jù)時(shí)代的發(fā)展與人才市場(chǎng)行情的需要而適當(dāng)調(diào)整原有體制。
三、結(jié)論
1．1授課內(nèi)容的靜態(tài)化
授課內(nèi)容偏重結(jié)構(gòu)性、封閉性的知識(shí)體系。一般是把知識(shí)分解成幾部分，組織學(xué)生從部分到整體進(jìn)行學(xué)習(xí)，學(xué)生通過(guò)記憶和練習(xí)掌握知識(shí)。在一板一眼的重系統(tǒng)化知識(shí)教學(xué)中教師不能及時(shí)將書本知識(shí)與復(fù)雜的社會(huì)現(xiàn)象和學(xué)生的自我理解結(jié)合起來(lái)，使學(xué)生對(duì)知識(shí)的理解片面化。最終學(xué)生只掌握軟件的使用，難以培養(yǎng)利用所學(xué)知識(shí)解決實(shí)際問(wèn)題的能力，更勿談自我學(xué)習(xí)能力。
1．2師生互動(dòng)的靜態(tài)化
受傳統(tǒng)觀念的影響，教師在課堂上具有絕對(duì)主導(dǎo)的地位，在具體的課堂教學(xué)中，教師極易產(chǎn)生專制的心態(tài)。這造成雖然有互動(dòng)，但大多數(shù)互動(dòng)都是由教師主導(dǎo)的，按照教師的思路進(jìn)行的互動(dòng)。如教師提出一個(gè)問(wèn)題，只需學(xué)生回答對(duì)或不對(duì)。學(xué)生很少有主動(dòng)的思考，很難提出有價(jià)值性的問(wèn)題，不利于知識(shí)的自我建構(gòu)和生成。
2現(xiàn)狀原因分析
2．1教學(xué)角色的不平等
教學(xué)過(guò)程中，師生雙方是平等的，也是具有個(gè)性化思維的個(gè)體，但是事實(shí)上，教師占絕對(duì)地位，學(xué)生也沒(méi)有意識(shí)到自我在課堂教學(xué)中的價(jià)值和地位，沒(méi)有以主人翁的身份融入到教學(xué)活動(dòng)中去，沒(méi)有意識(shí)到課堂教學(xué)是個(gè)性化知識(shí)建構(gòu)的過(guò)程，忽視了自我的存在。而教師受傳統(tǒng)觀念的影響，也很難意識(shí)到雙方地位不對(duì)等造成對(duì)學(xué)生思維的限制，造成了授課方式的靜態(tài)化和師生互動(dòng)的靜態(tài)化。
2．2教師自身能力的差異
大學(xué)教師是一個(gè)具有較強(qiáng)專業(yè)性要求的職業(yè)，作為一名合格的大學(xué)教師，不僅要有較高的專業(yè)理論水平，還要具備一定的教學(xué)理論素養(yǎng)。統(tǒng)計(jì)顯示，我國(guó)高校教師研習(xí)過(guò)教育學(xué)科知識(shí)的不足30％，有些教師盡管有過(guò)教育科學(xué)知識(shí)學(xué)習(xí)的經(jīng)歷，但大都停留在一般理論的學(xué)習(xí)上。很多教師已習(xí)慣預(yù)設(shè)性的課堂教學(xué)，只要把授課內(nèi)容準(zhǔn)備好，把授課過(guò)程演練好，就能開展授課。在這種授課方式下，教師的知識(shí)完全圍繞預(yù)設(shè)內(nèi)容準(zhǔn)備，對(duì)意外情況的處理缺乏應(yīng)對(duì)之策，造成了授課內(nèi)容的靜態(tài)化。
3開展生成性課堂教學(xué)的意義
在我國(guó)傳統(tǒng)教育教學(xué)活動(dòng)中，知識(shí)被看作是靜態(tài)的、不可改變的事實(shí)，課堂教學(xué)就是簡(jiǎn)單傳授這些靜態(tài)結(jié)果。教師和學(xué)生以知識(shí)為中介，教師就是簡(jiǎn)單的教，學(xué)生是灌輸式的被的接受學(xué)習(xí)。課堂教學(xué)就是知識(shí)的交易所，它關(guān)注的是學(xué)生記住了多少知識(shí)。針對(duì)傳統(tǒng)教育的弊端，新的教育改革中，呼吁以關(guān)注生命的生成，關(guān)注具體的、動(dòng)態(tài)的教育過(guò)程，關(guān)注開放性的課堂教學(xué)，關(guān)注生成性教育資源的整合，關(guān)注教學(xué)偶發(fā)事件及其附加值，關(guān)注平等對(duì)話的師生關(guān)系等理念的生成性教學(xué)進(jìn)入到學(xué)者及一線教師的視野中來(lái)。生成性教學(xué)是指在彈性預(yù)設(shè)的前提下，在教學(xué)的展開過(guò)程中由教師和學(xué)生根據(jù)教學(xué)進(jìn)展，構(gòu)建教學(xué)活動(dòng)的過(guò)程。在師生、生生合作、對(duì)話、碰撞中，出現(xiàn)超出教師預(yù)設(shè)方案的新問(wèn)題、新情況，隨著教學(xué)環(huán)境、學(xué)習(xí)主體、學(xué)習(xí)方式的變化而變化。根據(jù)教師的不同處理而呈現(xiàn)出不同的價(jià)值，使課堂呈現(xiàn)出動(dòng)態(tài)變化的、生機(jī)勃勃的特點(diǎn)。相對(duì)于傳統(tǒng)的預(yù)設(shè)性教學(xué)而言，生成性教學(xué)更適合信息類課程內(nèi)容覆蓋面廣、知識(shí)更新速度快的特點(diǎn)。因此研究生成性教學(xué)在高校信息類課程中的應(yīng)用十分必要。
4實(shí)施生成性課堂教學(xué)的基本途徑
生成具有極強(qiáng)的現(xiàn)場(chǎng)性和隨機(jī)性，學(xué)習(xí)的狀態(tài)、條件等隨時(shí)會(huì)發(fā)生變化，教師在教學(xué)中需要開放地接納始料未及的信息，結(jié)合具體的教學(xué)場(chǎng)境選擇教學(xué)方法和手段，調(diào)整預(yù)定的教學(xué)環(huán)節(jié)和步驟，并根據(jù)執(zhí)行過(guò)程中獲得的信息不斷修正和改變教學(xué)方案，或依據(jù)教學(xué)現(xiàn)場(chǎng)的實(shí)時(shí)特點(diǎn)而動(dòng)態(tài)生成新的教學(xué)方案。課堂教學(xué)的生成性主要包括：
4．1教學(xué)方式的動(dòng)態(tài)化
高校的教學(xué)工作內(nèi)容更加廣泛，任務(wù)更加艱巨，高校教師的作用十分重要。一名好的教師能夠點(diǎn)燃學(xué)生的思想，激發(fā)學(xué)生的潛力，引導(dǎo)學(xué)生自主學(xué)生和創(chuàng)新，并幫助學(xué)生去塑造自我。而科學(xué)的教學(xué)方式是實(shí)現(xiàn)這些目標(biāo)的前提。大學(xué)生思維處于十分活躍的時(shí)期，在課堂教學(xué)中會(huì)提出出人意料的問(wèn)題，因此，高校課堂教學(xué)具有極強(qiáng)的現(xiàn)場(chǎng)性和隨機(jī)性。學(xué)習(xí)的狀態(tài)、條件等隨時(shí)會(huì)發(fā)生變化。計(jì)算機(jī)應(yīng)用類課程以操作為主，為了適應(yīng)這種隨時(shí)變化的教學(xué)狀態(tài)，必須提供相應(yīng)的教學(xué)環(huán)境—教學(xué)機(jī)房。當(dāng)學(xué)生提出有價(jià)值的問(wèn)題或者疑問(wèn)時(shí)，教師應(yīng)該動(dòng)態(tài)改變授課方式，設(shè)置一種具體的情景，把學(xué)生的疑問(wèn)和具體的情景聯(lián)系起來(lái)，并通過(guò)在教師引導(dǎo)下的學(xué)生的自己操作來(lái)解決此問(wèn)題，以實(shí)際問(wèn)題的解決來(lái)回答學(xué)生提出的問(wèn)題和疑問(wèn)。既鍛煉了學(xué)生的動(dòng)手能力，又鍛煉了學(xué)生解決實(shí)際問(wèn)題的能力。此外，應(yīng)注意到無(wú)論是案例的選編還是情景的設(shè)立都要圍繞著一定的教學(xué)目標(biāo)，為達(dá)到一定教學(xué)目的而進(jìn)行。當(dāng)課堂生成偏離教學(xué)目標(biāo)時(shí)，教師應(yīng)該及時(shí)察覺(jué)到，并用適當(dāng)?shù)姆椒ò褜W(xué)生的思路引導(dǎo)到正確的軌跡上來(lái)。
4．2教學(xué)內(nèi)容的動(dòng)態(tài)化
實(shí)際的科研和項(xiàng)目開發(fā)往往涉及多方面的知識(shí)，當(dāng)現(xiàn)有課程內(nèi)容無(wú)法解決實(shí)際問(wèn)題時(shí)，教師應(yīng)該提供相應(yīng)的參考資料，引導(dǎo)學(xué)生有意識(shí)的培養(yǎng)獨(dú)立學(xué)習(xí)的能力。在內(nèi)容的組織和選擇上應(yīng)該遵從以下原則：
（1）深刻的啟發(fā)性。構(gòu)建的教學(xué)內(nèi)容不應(yīng)該只是實(shí)際情況的描述，還應(yīng)該包含著能夠引起學(xué)生深入思考的問(wèn)題。引導(dǎo)學(xué)生深入分析案例，對(duì)其中的問(wèn)題作出判斷、推理和論證，從而啟迪和開發(fā)學(xué)生的思維。
（2）突出的實(shí)踐性。引導(dǎo)學(xué)生在已經(jīng)實(shí)踐過(guò)的事件中充當(dāng)自主的角色，進(jìn)行實(shí)踐鍛煉，使學(xué)生實(shí)現(xiàn)由理論到實(shí)踐的轉(zhuǎn)化。達(dá)到理論與實(shí)踐結(jié)合的目的。
利用專業(yè)的編輯知識(shí)把關(guān)有一些在標(biāo)準(zhǔn)內(nèi)沒(méi)有規(guī)定，但是卻有獨(dú)特的規(guī)范術(shù)語(yǔ)或用法［2］，如《石油化工高等學(xué)校學(xué)報(bào)》的閆編輯，具有微生物學(xué)的碩士學(xué)位，她在復(fù)審《GJY－08菌株產(chǎn)木聚糖酶的固體發(fā)酵條件的研究》時(shí)，發(fā)現(xiàn)作者將細(xì)菌濃度的單位寫成了“CFU/mL”，其實(shí)正確的寫法是“個(gè)/L”，這種情況是因?yàn)樽髡咧苯犹子猛馕奈墨I(xiàn)的寫法，但是，這種寫法翻譯過(guò)來(lái)是“每毫升液體中生成的菌落數(shù)”與“細(xì)菌濃度”的含義不同，因此，閆編輯要求作者進(jìn)行了修改，沒(méi)有把錯(cuò)誤的概念刊印出來(lái)。利用專業(yè)的科學(xué)知識(shí)把關(guān)(1)核心知識(shí)是“專業(yè)眼”外審專家的意見(jiàn)回來(lái)之后，一般是作者按照專家意見(jiàn)修改后，編輯再進(jìn)行復(fù)審。對(duì)于復(fù)審，一些編輯由于文章內(nèi)容與自己所學(xué)不相符，因此只能對(duì)文字和數(shù)字等進(jìn)行簡(jiǎn)單的校對(duì)。但是如果遇到與自己專業(yè)知識(shí)相近的文章，編輯可以復(fù)審的內(nèi)容就多了。例如:中國(guó)兵器工業(yè)第五九研究所表面技術(shù)編輯部的李繼紅老師［3］在復(fù)審時(shí)發(fā)現(xiàn)有位作者在計(jì)算化學(xué)吸附速率常數(shù)時(shí)，引用了公式ka=Ae－Ea/RT，其正確的形式是ka=Ae－Ea/RT，作者誤將上角標(biāo)的部分寫成了非上角標(biāo)，其表達(dá)的意義完全是錯(cuò)誤的。如果李老師不具備這方面的物理化學(xué)知識(shí)，這個(gè)錯(cuò)誤很有可能就刊印出來(lái)了，雖然這個(gè)不屬于編校錯(cuò)誤，但是會(huì)有損于期刊的嚴(yán)謹(jǐn)性和文章的學(xué)術(shù)水平，此例證從一個(gè)側(cè)面反映了編輯掌握一定專業(yè)的科學(xué)知識(shí)的對(duì)提高期刊的學(xué)術(shù)水平是很有幫助。(2)前沿知識(shí)要常更新醫(yī)學(xué)的術(shù)語(yǔ)和分類名詞經(jīng)常變更，因此醫(yī)學(xué)期刊的編輯應(yīng)該先于廣大作者獲悉并用于編輯實(shí)踐。例如，朱紅梅等［4］在復(fù)審論文時(shí)，將“枯否細(xì)胞”更名為“庫(kù)普弗細(xì)胞”;2000年的“病毒性肝炎防治方案”將原來(lái)的2類改為輕、中、重度3類，由于外審專家不了解新規(guī)定，修改意見(jiàn)中并沒(méi)有注明要修改，但是朱編輯在復(fù)審時(shí)發(fā)現(xiàn)并聯(lián)系作者修改，還把近年來(lái)的新規(guī)定統(tǒng)計(jì)成文在期刊的網(wǎng)站上供廣大讀者、作者學(xué)習(xí)。這些術(shù)語(yǔ)和名詞的變更，要求編輯對(duì)醫(yī)學(xué)專業(yè)知識(shí)要非常熟悉而且要不斷學(xué)習(xí)新的規(guī)則和標(biāo)準(zhǔn)。
終審善決斷
這篇論文是否發(fā)表呢?周主編反復(fù)仔細(xì)地研究了審稿專家的意見(jiàn)，并對(duì)該論文進(jìn)行多次通讀，結(jié)合自己多年林業(yè)科研的知識(shí)背景，發(fā)現(xiàn)可能是審稿者時(shí)間緊，沒(méi)有很好地研讀論文，在審閱時(shí)犯了斬頭去尾、斷章取義加以否定的毛病，即:忽略了一個(gè)重要前提:選擇率應(yīng)比第2次選擇增加1倍，在此情況下，選準(zhǔn)率可達(dá)10%，所以說(shuō)，早期選擇可以從2年生開始，但是選擇率應(yīng)比第2次選擇(6年生或5年生選擇)增加1倍，在結(jié)論和討論中也有類似的陳述。因此，周主編終審認(rèn)為該論文的結(jié)論是前人未曾作出的，是一個(gè)全新的結(jié)論，創(chuàng)新性很高，建議作者按照專家提出的意見(jiàn)認(rèn)真修改后發(fā)表。(2)前沿知識(shí)辨識(shí)優(yōu)秀青年學(xué)者例如，1992年，有兩位青年作者投稿給《東北大學(xué)學(xué)報(bào)》，論文經(jīng)過(guò)2位專家3次評(píng)審都沒(méi)有通過(guò)，按一般經(jīng)驗(yàn)，應(yīng)該退稿處理，而且由于審稿時(shí)間偏長(zhǎng)，作者已經(jīng)開始著手翻譯成英文想要投稿到國(guó)外了。副主編高起元編審在終審稿件時(shí)，發(fā)現(xiàn)他們研究的問(wèn)題涉及新領(lǐng)域，退稿的原因可能是審稿人對(duì)領(lǐng)域不太熟悉，于是他聯(lián)系作者，通過(guò)談話，他發(fā)現(xiàn)2位年輕作者在專業(yè)方面素養(yǎng)很高，于是他他又請(qǐng)新領(lǐng)域的專家進(jìn)行評(píng)審，這次評(píng)審不但順利通過(guò)，而且評(píng)價(jià)很高。文章得以優(yōu)先發(fā)表，很快又被世界上重要的數(shù)學(xué)刊物和利用得最廣的數(shù)學(xué)刊物之一的美國(guó)《數(shù)學(xué)評(píng)論》收錄［7］。此后，這兩位作者感激高主編對(duì)他們的幫助和賞識(shí)，陸續(xù)將高水平的論文十余篇先后投稿到《東北大學(xué)學(xué)報(bào)》，產(chǎn)生了良好的學(xué)術(shù)影響。試想，如果高主編沒(méi)有數(shù)學(xué)方面的專業(yè)知識(shí)，不了解論文的學(xué)術(shù)價(jià)值，不和作者交朋友，單純按照專家意見(jiàn)處理，那么這篇高水平的新領(lǐng)域論文就不能及時(shí)在《東北大學(xué)學(xué)報(bào)》刊發(fā)了，而且作者有可能發(fā)表到國(guó)外期刊上，造成優(yōu)秀稿源的流失，由此可見(jiàn)主編的專業(yè)知識(shí)在終審中的重要性。
結(jié)語(yǔ)