英语口语课堂教学成功的关键

成功的英语口语课堂教学需要注意三点:运用建构主义理论指导口语教学;交际分组,克服班大人多困难;实现互动,达到积极表达目的。     

Discussions in Cyberspace: Promoting Interactivity in an Asynchronous Sociology Course

Asynchronous courses (taught exclusively via computer-mediated communication) present particular pedagogical dilemmas. This article builds on the assumption that interactivity (regular patterns of written communication between the instructor and students and among students) is an important strategy to facilitate learning and reduce isolation in asynchronous courses. Based on my experiences as an instructor in this medium, I discuss my attempts to initiate and promote discussion. Data from three semesters of my asynchronous course reflect a general increase in interactivity as well as a decrease in problematic patterns of interaction.     

A Review of “Information Literacy Meets Library 2.0”

This study compared two common types of online information literacy tutorials: a streaming media tutorial using animation and narration and a text-based tutorial with static images. Nine sections of an undergraduate biology lab class (234 students total) were instructed by a librarian on how to use the BIOSIS Previews database. Three sections watched a brief video tutorial, three sections used an interactive HTML tutorial, and three sections received live instruction only. The content of instruction was the same across all nine sections. Immediately after instruction, each class was encouraged to complete a brief survey and quiz. One hundred and fifty-four students completed the survey and quiz. In all three conditions, students reported feeling more confident searching the BIOSIS Previews database after instruction. However, the increase in confidence was less for the HTML group. The students who watched the video tutorial scored higher on all five quiz questions than the other two groups. Comparing the HTML and video groups, the difference in scores was statistically significant (p < .05) for questions 1, 2, and 5. Students may learn more from video tutorials than tutorials that use static Web pages. Also, interactivity in tutorials may not necessarily enhance learning.     

Web quest: porting ‘Quest for Independence’ to the World Wide Web

The Internet holds promise as a globally interconnected information system, even though its interaction capability is limited. Yet for education, interaction is critical. Can the Internet support high quality learning interactions? We ported an existing interactive instructional program to the world wide web (WWW) to demonstrate the potential of the Internet for interactive education. In this paper we explore the potential technology solutions, implement our solution and indicate the results, both positive and negative. © 1998 IFIP, published by Chapman &; Hall Ltd     

网络学习过程中交互质量分析方法的比较研究

网络学习过程中的交互是网络教育研究中的热点,但交互质量分析与评价研究还存在不足.该文对三种常用的网络学习过程中交互质量分析方法及其研究现状进行了回顾,通过对三种分析方法的比较,指出其优缺点及适用性.     

关于公共图书馆网站结构和交互性的探讨

本文对网站建设中的内容结构、目录结构、链接结构作了具体的分析，并提出了实现公共图书馆网站交互性的具体方案。     

社会主义和谐社会与全面建设小康社会

构建社会主义和谐社会与全面建设小康社会是中国特色社会主义的重要组成部分。二者相互联系，相互影响。尽管它们在中国特色社会主义中的地位不同，奋斗目标不同，但它们的历史过程是同一的，而且奋斗目标和发展要求具有互补性和互动性。     

模拟电子技术MCAI课件的设计研究

本阐述了模拟电子技术MCAI课件的功能特点,并结合该课件的研制,探讨了在教学课件开发过程中应注意脚本挖掘、交互性设计等若干关键环节。     

漫谈网络广告

网络广告从1994年到现在已经发展了十余年,走过了它的初级阶段,已经迎来了其发展的快速成长期。文章从网络广告与传统媒体的优势比较、网络广告的形式、网络广告发展的不足与趋势等诸多方面来论述网络广告的发展空间,对网络广告目前的状态和未来发展的方向进行了梳理,旨在更广泛地推荐网络广告这一新兴传播媒介,以引起业界更多的人来关注和支持网络广告的发展。