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15О методах преподавания английского языка в колледже в период эпидемии
Сунь Нань,
старший преподаватель, магистр, преподаватель английского языка Шэньянского политехнического университета E-mail: lucysun1981@126.com
После вспышки COVID-19 весной 2020 года, под руководством Министерства образования Китая (МО) «закрытие школ, безостановочное обучение», китайские колледжи и университеты в полной мере используют онлайн-ресурсы и учебные платформы для использования различных режимов обучения, т.е. традиционный режим обучения в сочетании с Интернетом, автономное обучение в сочетании с онлайн-обучением, и обучение в режиме прямой трансляции в сочетании с мобильным обучением. Смешанный режим обучения студентов английскому языку на основе веб-трансляций - это не только экстренный вариант при особых условиях обучения, но и важный шаг вперед в реформе преподавания английского языка для вузов и колледжей. Уроки, сформированные из практики преподавания, можно обобщить и смодерировать, что может еще больше повысить эффективность обучения в смешанном режиме обучения, тем самым способствуя сочетанию онлайн- и офлайн-обучения и предоставляя более разнообразные варианты обучения английскому языку в колледже.
Цель данной статьи - проанализировать способы преподавания английского языка в колледже в период профилактики и борьбы с эпидемией, чтобы предоставить более разнообразные варианты преподавания английского языка в колледже в период эпидемии.
Ключевые слова: режим обучения; английский язык в колледже; эпидемия; смешанное обучение
I. Introduction
At the beginning of the year 2020, the outbreak of COV-ID-19 blocked the way of traditional classroom teaching. China's Ministry of Education (MOE) issued the "Guidance on the Organization and Management of Online Teaching in General Higher Education Institutions during the Epidemic Prevention and Control Period". Under the guidance, universities and colleges in China launched different forms of online teaching. A variety of online teaching modes such as China's MOOC, flipped classrooms and online live streamed classes have blossomed, among which live webcast classes are preferred by many teachers because of their high flexibility, interactivity, low technical requirements and investment. The webcast-based blended teaching mode of college English has provided a guarantee for normal teaching activities during the epidemic period, and also a new way to break through the traditional teaching mode of college English.
II. Teaching Modes of College English in the Epidemic Period
1. Blended learning
Blended learning, originally referred to the combination of various learning styles. The development of network technology and E-Learning (i.e. digital or networked learning) has given a new meaning to blended learning. He redefines it as "combining the advantages of traditional learning methods with the advantages of E-Learning; in other words, not only should teachers play the leading role in guiding, inspiring, and monitoring the whole teaching process, but also students fully reflect their initiative, enthusiasm, and creativity as the main subjects in the learning process." [1]
With the development of network technology and the popularity of mobile devices, the blended teaching model has been developing rapidly in recent years. The blended teaching mode based on MOOC and flipped classrooms is a reversal of the traditional classroom teaching, combining the offline and online learning, which has become the core. The concept of flipped classrooms has changed the traditional teaching mode. That is to say, the teaching center shifts from teachers' instructing to students' learning, and the learning sequence shifts from teaching first and then learning to online self-learning followed by teachers' checking and supervision. The shift in the center of teaching is conducive to giving full play to students' initiative and improving their independent learning abilities. Moreover, the construction of various online high-quality courses at all levels and online open courses such as MOOC and SPOC in China, as well as the emergence of professional teaching plat-
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forms such as Rain Classroom, Study Talk and Wisdom Tree, have provided rich teaching contents for the blended teaching mode. However, in most cases, blended teaching is still in the experimental stage of teaching research, or as a supplement to the traditional classroom teaching, and has never been applied as a mainstream teaching mode.
The outbreak of the epidemic made normal school teaching impossible, and online teaching based on webcasting and various online open courses effectively solved the problems of teachers and students separated by thousands of miles and the lack of physical teaching materials, and became the preferred teaching mode during the epidemic. However, neither live online teaching nor self-study by students can guarantee the teaching effects, and both must be combined.
2. Live webcast teaching mode
Live webcasting has opened up a new world of online learning and provided a new way for blended teaching mode. In the past, most live online courses were offered by educational platforms and training institutions, mainly for exams and vocational skills training, while in schools, classroom teaching was mostly broadcast live as one of the methods of distance education. It is rare to see live webcast teaching as the main classroom teaching method.
Thanks to the rapid progress of network technology, Live webcasting has been developing rapidly since 2016, from the earliest game live broadcast to the increasingly popular live broadcast with goods, with high participation, high entertainment and low entry threshold, which makes live webcasting rapidly penetrate into people's lives, especially young people's. The year 2020 was deeply influenced by cOviD-19, and live webcasting teaching exploded in a spurt and was officially applied to traditional classroom teaching. According to the 45th Statistical Report on China's Internet Development, "In early 2020, the start of the school year was delayed, and 265 million school students turned to online courses. The number of daily active users of several online educational applications reached more than 10 million during the epidemic." [2] Live webcasting has become the first choice for many teachers to conduct online teaching activities due to its highest flexibility and greatest similarity to traditional offline classes.
During the prevention and control of the epidemic, live webcasting combined with education has emerged in the tide of live webcasting. Learners independently select the live courses they need to watch through mobile terminals, free from the restrictions of time and location. Compared with traditional online video learning, live webcast teaching is more time-sensitive and classroom-like, and real-time interaction increases learning fun, better answers questions and improves o class participation and learning efficiency. The rich £ course content can better meet the diversified learning g needs of learners, and the teaching cost is relatively o low under the current conditions of higher use of mo-£ bile devices.
The traditional blended teaching mode mainly relies on professional teaching platforms and rarely takes the form of live broadcast. During the epidemic, professional teaching platforms such as Rain Classroom, Study Tong and Wisdom Tree, Tencent Meeting, which are mainly targeted at corporate users, and professional live streaming platforms such as Racer, Hu Ya and Hua Jiao, which are mainly for entertainment, and even instant messaging software such as QQ and WeChat all joined the army of online live webcasting teaching. However, at the beginning of the school year, almost all professional teaching platforms, and even non-professional teaching platforms such as nailing, crashed to varying degrees due to the huge influx of traffic in a short period of time, and the related news hit the Weibo hot search list from time to time. In general, the stability of professional live streaming platforms is better than non-professional live streaming platforms, and the stability of non-professional teaching platforms is better than professional teaching platforms. The professional teaching platforms have been used less in teaching practice, and the initial investment is insufficient, which makes it difficult to use in the face of the surge of large scale demand. Although the platforms crashes have been alleviated with the steady development of online learning, network lag is still one of the major problems faced by live streamed classes. The functions of the non-professional teaching platform are not suitable for classroom teaching, while the professional teaching platform has introduced various functions to meet the teaching needs, but in actual operation, it still cannot fully meet the teaching needs and needs to be improved in large-scale teaching practice.
III. Conclusion
The webcast-based blended teaching mode of college English is not only an emergency option under special teaching conditions, but also a major step forward in the teaching reform of college English. The lessons learned from the teaching practice can be summarized and reflected in a timely manner, which can further improve the teaching efficiency of the blended teaching mode, thus promoting the combination of online and offline teaching and providing more diversified options for teaching college English after the epidemic.
ON TEACHING MODES OF COLLEGE ENGLISH IN THE EPIDEMIC PERIOD
Sun Nan
Shenyang Ligong University
With the outbreak of COVID-19 in the spring of 2020, under the guidance of "school closure, non-stop schooling" by China's Ministry of Education (MOE), China's colleges and universities have made full use of online resources and teaching platforms to adopt a variety of teaching modes, i.e. traditional teaching mode combined with the Internet, offline teaching combined with online teaching, and live webcast teaching combined with mobile teaching. This paper aims to analyze the teaching modes of college English in the period of epidemic prevention and control, so as to provide more diversified options for college English teaching after the epidemic.
Keywords: teaching mode; college English; epidemic; blended learning.
References
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