a research on network communication teaching design

1、<p>　　A Research on Network Communication Teaching Design</p><p>　　Abstract. With the development of network accessing bandwidth, network service video and audio technology, streaming media technology a

2、nd other technologies, network communication teaching has been developing rapidly. Advanced network technologies have provided a broader platform for teaching exchanges. It is very meaningful to find a method to introduc

3、e the traditional outstanding achievements into network teaching reasonably. This paper focuses on the processes of communication teaching design</p><p>　　Key words: Network Communication Teaching； Communica

4、tion Teaching； Teaching Design </p><p>　　I. Determining communication tasks and targets </p><p>　　The communication tasks of network communication teaching should satisfy the following condition

5、s: (a) Learners need to make efforts to complete it. (b) Learners need to play abstract thinking rather than just learning the use of the law or memory knowledge to it. (c) The learning teams need to successfully complet

6、e the assigned tasks, including intellectual skills, vocabularies, relative information and instructions. (d) Learners need to collect and filter, and then reprocess the information to</p><p>　　The targets o

7、f network communication teaching could be learning partners, teachers or other cooperative groups. </p><p>　　II. Refining teaching themes and defining communication objects </p><p>　　For teachin

8、g themes of network communication teaching, teachers can refine it from different aspects to make it more specific and more in-depth, and pre-design some meaningful questions which could guide learners to discuss it deep

9、ly, to stimulate students' initiative and enthusiasm in the communication. </p><p>　　Communication teaching should focus on whether it is favorable to show, discovery and promote the learners, we can jud

10、ge its effectiveness by aspects listed below. First of all, teaching should promote learners’ knowledge and ability through a variety of creative activities. Secondly, teaching should establish the subjectivity of the le

11、arner, and give full play to learners' individual potential and personality. </p><p>　　Communication teaching objects must be emphasized that teaching objects cannot be fully set before teaching. If the

12、"cognitive objects" can be definitive, “emotional objects” and “operational objects” must be variable. Teaching objects should be formed after the whole process of teaching, not before. By doing so, the entire

13、teaching process will be live and vibrant; otherwise, it will be monotonous and mechanical dead. 　　III. Analyzing the characteristics of communication subject </p><p>　　Communication teaching should analyze

14、 the learner's learning ability, organizational ability and communication skills properly. For the inactive learners, teachers should encourage them to participate and communicate with other learners in various learn

15、ing activities as much as possible. For the active learners, teachers should guide them to learn how to think deeply, and gradually improve the quality of the communication. </p><p>　　The most effective &quo

16、t;communication" is usually easy to achieve in groups which composed by heterogeneous subjects (supplementary personality communication). Therefore, the groups the learners belonged should be deeply analyzed in the

17、process of teaching design. </p><p>　　IV. Selecting and designing communication contents </p><p>　　A. The contents of communication teaching must accordance with learners’ characteristics and co

18、mmunicative need. </p><p>　　Learners are the objects of communication teaching, communication tasks should accordance with learners’ understanding, knowledge and ability but not too much beyond. In addition,

19、 learners and teachers are equal in personality, rights and autonomy in network teaching activities, but different in the role and capacity of the ownership of information, communication. It is just because of the hetero

20、geneity between teachers and students makes the communication teaching to be necessary and valuable, </p><p>　　B.The contents of communication teaching must be openness, authenticity, complexity and diversit

21、y. </p><p>　　The content of communication is the common understanding subjects between teachers and learners, it ties multiple objects together. Different curricula restrict the activities and the entire pro

22、cess of teaching between teachers and learners; therefore, in order to ensure the effectiveness of the interaction of teaching practice, we must make sure that the teaching contents are purposeful and regular. </p>

23、<p>　　V. Designing communication contexts </p><p>　　Communication teaching holds that communication context is a very important intangible factor. A better context can not only promote the cognitive d

24、evelopment of both sides, but also do a great benefit for the emotional and psychological development of both sides. 　　Communication teaching should be adopted to create a relaxed and freedom atmosphere and platform, so

25、 that there is adequate communication and exchange between teachers and students. The relationship between teachers and students can</p><p>　　Communication teaching absorbs some relevant views of constructiv

26、ism, which considers every learner has their own experience world, so learners have different understandings on the same issue, which could be excellent learning resources. As a matter of fact, many complex problems in t

27、eaching cannot be afforded by a single person. They must rely on the strength of groups. </p><p>　　VI. Designing communication strategies </p><p>　　From the view of communicative teaching, the n

28、etwork's strategy of teaching and learning activities to achieve the development of the student body is mainly reflected in the following four aspects. </p><p>　　1) Democratic communication strategies. (

29、a) Dialogue on an equal footing. Communication is a democratic activity, teachers and learners should establish equal concept and respect for differences in the teaching process. (b) Environment blends. Communication bet

30、ween persons must be happened in certain contexts which include the physical environment and atmosphere. (c) Democracy evaluation. Possible evaluation methods can be multi-agent involvement evaluation, comprehensive eval

31、uation of advantage</p><p>　　2) Interpersonal Communication Strategies. To achieve a harmonious teacher-student interaction and students’ interaction, students are required to have a good spirit of cooperati

32、on and capacity contacts to consciously develop their own subjectivity, which reflected by the tolerant, multi-communication and the cultivation and improvement of communication skills. </p><p>　　3) Emotiona

33、l blending strategies. Emotional blend between the teachers and students, which can be established by positive teachers’ expectations, learners' successful experience, as well as timely and appropriate encouragement

34、and praises from teachers, is a powerful source to stimulate learners’ activeness in participating in interactive learning. </p><p>　　4) Cooperative engagement strategies. Generally, cooperation is composed

35、by spontaneous cooperation, institutional cooperation, guidance cooperation, and contractual cooperation. The oldest and most widespread form of cooperation is the spontaneous cooperation or mutual assistance. Latterly,

36、this spontaneous cooperation gradually turned into stable social habit, and then the cooperation had been institutionalized. The guidance of cooperation means both sides cooperate and coordinated under posit</p>&

37、lt;p>　　VII. Selecting and designing communication medium </p><p>　　The medium in this paper mainly refers to the textbooks and cognitive tools for learners to acquire and process information and solve pro

38、blems on the network platform. </p><p>　　As the medium of communication, the network environment set up an information bridge for students and teachers so that learners can study in an environment of fairnes

39、s, democracy and freedom (shown as figure 1). It provides communication subjects with a "public field", where every subject can express their opinion freely, talk and negotiate rationally and discussing every t

40、opic democratically. Each communication subject holds an equal manner to form an open, dynamic and free "ideal place", in wh</p><p>　　VIII. Evaluating communication teaching. </p><p>　

41、　(1)Evaluating pre-learning situation by network questionnaire. </p><p>　　Before learning, teachers could design some questionnaires on knowledge and skills that should be mastered by learners to investigate

42、 their current situation, including basic operations and the basic concepts of computer and Internet usage skills. According to the results submitted by the learner, the computer can analyze the weakness of learners auto

43、matically, and then teachers can provide learners with appropriate learning support different activities of the mandates and recommendations, to ma</p><p>　　(2) Evaluating communication and cooperation situa

44、tion by community score. </p><p>　　Learners’ communication and cooperation situation can be calculated by their post number, reattachment number and highlight post number in the virtual community. The comput

45、er system automatically records and statistics of these quantitative data, and present these evaluations can be used as the reference of the overall assessment of the learner profile. 　　(3) Evaluating learning process b

46、y network log. </p><p>　　Network log is just what we called “blog”. With the network log, learners can record some valuable information what they are thinking and feeling in learning activities to facilitate

47、 the learning process of learners' personal reflection or teachers to track learners’ study. In addition, teachers can give their guidance and recommendations to help learners to amend their errors in time. So that t

48、eachers not only be able to make objective and fair assessment for students' learning, but also give e</p><p>　　(4)Evaluating application and innovation capacity by E-portfolio </p><p>　　E-p

49、ortfolio is learners’ creative thinking and problem-solving learning activities under certain educational goals, expressed by modern information technology. E-portfolio collects learners’ draft planning process, final re

50、sults, related materials, as well as the evaluation from teachers. The evaluation examines not only the level of learner understanding and flexible use of knowledge, but also the innovative and cooperation spirit in the

51、creation of their works, which implies the unique insight</p><p>　　Reference </p><p>　　[1]Li-mang, Li-sha, and Wang-haiyan, “On the concept and strategies of teaching communication on network en

52、vironment” [J]. E-education Research, 2005, (7):58-61 </p><p>　　[2]Wang-honglu, “Research on Evaluation of Network Communication Teaching” [M]. Shenyang: Northeast Normal University Press, 2006. </p>

53、<p>　　[3]Zhang-jiaquan, “Network and Teaching” [M]. Beijing: Education Science Press, 2005. </p><p>　　[4]He-kekang, “Modern educational technology and high-quality network curriculum design and developm