簡(jiǎn)介：上海師范大學(xué)碩士學(xué)位論文計(jì)算機(jī)輔助語言學(xué)習(xí)環(huán)境下協(xié)作學(xué)習(xí)之協(xié)作行動(dòng)研究姓名張斌申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論英語指導(dǎo)教師顧大僖20080401ABSTRACTDOESTECLLILOLOGYITSELFDIRECTLYINNUENCELEAMINGTHEANSWERINCAI，I，C0MPUTER硒SISTEDL鋤GUAGELEAMIN酚，ISWIDELYACL【LLOWLEDGEDTHATTHEQUESTIONNOWISNOTACCE豁T0COMPUTERS姐DEFCBCTIVENESSOFCOMPUTERS，BUTTHEWAYCOMPUTERTECHNOLOGYUSEDINPROMOTINGBETTERLE鋤INGOU泐MESWARSCHAUEFM＆HEALEYD，1998；MADDUX，2004；BEATTY，2005；HANNUM20叼NUS，THE擬IONRCSEARCHO誣TENDST0BECON1UCTEDINTHEFIELD0FCALLSINCC‘‘ACTIONRESEARCH弱KSTHEQUESTION‘ISTHEREABETTERWAY’ANDUSUALLYINCLUDESTHIEESTEPSOF‘PLANNING，ACTINGANDRENECTING”’BEATTY2005191TLLISTHESISREPONS卸ARPROJECTCONDUCTEDBY觚OTEACHERSOFENGHSHWORKJNGCOLLABOMTIVELYATSHANGHAINO姍ALUNIVERSITYRELEVANTLITERATUREWASREVIEWEDAPLIZZLEAREAWASIDENTIFIED，BASELINEDATAWERCCOLLATED卸DINTE巾RETED，AHYIOTHESISWASF0冊(cè)ULATED觚DSOMEFB咖OFINTEⅣENTIONTOOKPLACEFINALLY’THEEXPERIMENTW弱EVALUATEDTHEIILTERVENTIONOFACOLLABORATIVEPROJECTMODEITHATINCO叩ORATEDTHCPRINCIPLES0FCOLLABORATIVELEAMING，THEC0NTENT0FSYLLABUS鋤DCAI，I，WASINTRODUCCDAILDEVALUATEDINTHISRESEARCHMORESPECIFICALLYTHISRESEARCHINVESTIGATESWHETHERATHEMEBASEDC0LLDBORATIVEPR川ECTMODELINC札LENHANCESSTUDENTLE砌INGAILDTHEAF詫CTIONOFACOLLABORATIVEWAYOFARONTEACHERS’PE喲橢ANCETHEFINDINGSOFTHEARINDICATETHAT1OVERANSTUDENTS’斌ECTIVEREACTIONSTOTLLECOLLABOMTIVELEAMINGPROCESSINA址LWERCMORCPOSITIVETH柚THATWITHOUTCOLLABORATION鯽D2AC0LLABORATIVEWAYOFARA紙CTEDTHETEACHERS’PEEFO冊(cè)ANCEAFOMOFSELF二REFLECTIVEENQUIRRW弱TAL【EN，鋤DTHETEACHINGPRACTICCW勰ENHANCEDANYWAYFUNHEREVALUATIONOFTHEC0UABORATIVELE棚1LINGMODCLINCAI冱ANDFUNHERDISCUSSIONS0NTHEIMPADOFTHECOLLDBORATIVEARMODELONTEACHE娼，PROFESSIONALDEVELOPMENTTHATMAYBRINGABOUTTHEIMPROVEMENTOFTEACHINGPRACTICCARESTILLIN掣EATDEMAND1【EYWMDSCOLLABORATION，CALKACTIONRESEARCH

簡(jiǎn)介：山東大學(xué)碩士學(xué)位論文把科技應(yīng)用于課堂教學(xué)計(jì)算機(jī)輔助語言學(xué)習(xí)在二十一世紀(jì)的實(shí)踐與前景姓名于蕾申請(qǐng)學(xué)位級(jí)別碩士專業(yè)英語語言文學(xué)指導(dǎo)教師陳翠鳳20030315山東大學(xué)碩士學(xué)位論文以給學(xué)生帶來更多機(jī)會(huì)，使他們?cè)谡n內(nèi)外都有更多真正有意義的交際活動(dòng)，以自覺的進(jìn)行社會(huì)、文化和語吉‘方面的探索，從而使他們更好的應(yīng)對(duì)各種國(guó)際間的跨文化交流，而這種能力對(duì)他們將來在學(xué)術(shù)、職業(yè)甚至個(gè)人生活方面獲得成功都顯得日漸重要。然而，另一方面，一些潛在的問題也不可忽視。資金和時(shí)間的大量投入，效果的不確定性便首當(dāng)其沖?？傊?，計(jì)算機(jī)技術(shù)誠(chéng)然不是語言教學(xué)的萬應(yīng)靈藥。但是，只要加以恰當(dāng)?shù)膽?yīng)用，新技術(shù)能有助于語言教學(xué)內(nèi)容以及方法上的改革?？萍汲晒?yīng)用于語言教學(xué)的關(guān)鍵不在于硬件或者軟件，而是在于作為教師的我們?nèi)绾斡?jì)劃，設(shè)計(jì)和有效的將其納入教學(xué)活動(dòng)之中。2夕7＼關(guān)鍵詞計(jì)算機(jī)輔助語言教學(xué)、零

簡(jiǎn)介：多媒體輔助語文教學(xué)的界面制作研究中文摘要隨著信FT時(shí)代的來臨，計(jì)算機(jī)多媒體技術(shù)越來越‘一泛深入地應(yīng)用于教學(xué)，步手逐漸成為教育現(xiàn)代化的一個(gè)重要表征。在這場(chǎng)教育革命中，少有作為而遭盡非議的中小學(xué)語文教學(xué)，也乘借多媒體技術(shù)的東風(fēng)，揚(yáng)起了改革的1戲帆。雖然多媒體輔助語文教學(xué)開展得轟轟烈烈，但也有許多不盡人意之處。究其原因，主要是對(duì)多媒體與語文課程的整合缺乏研究，尤其是對(duì)多媒體輔助語文教學(xué)的界面制作，缺乏系統(tǒng)的、有針對(duì)性的思考與探索。這種理論研究的嚴(yán)重滯后、理論與實(shí)踐的嚴(yán)重脫節(jié)，直接導(dǎo)致了多媒體輔助語文教學(xué)的“高耗低效”現(xiàn)象，懷疑者否定者對(duì)其撻伐也就不可避免了。因此，對(duì)多媒體與語文教學(xué)的整合問題加以研究，尤其是對(duì)多媒體輔助語文教學(xué)的界面制作問題進(jìn)行系統(tǒng)的、有針對(duì)性的、理論聯(lián)系實(shí)際的研究，以充分發(fā)揮多媒體技術(shù)在現(xiàn)代語文教育中的功能，就成了擺在每一個(gè)語文教育工作者面前的不容推卸的重任。多媒體輔助語文教學(xué)的界面，主要是指運(yùn)用多媒體輔助語文教學(xué)過程中，承載、傳遞教學(xué)信息的視覺語言的總和。簡(jiǎn)言之，語文界面語言既是一個(gè)視覺語言系統(tǒng)，又是一個(gè)界面美學(xué)系統(tǒng)，在其本質(zhì)上是一個(gè)復(fù)雜的教學(xué)系統(tǒng)。盡管多媒體輔助語文教學(xué)的界面制作的實(shí)踐起步較晚，對(duì)界面制作的理論研究更是不夠但是隨著語文教育的不斷發(fā)展，多媒體輔助語文教學(xué)的界面制作將越來越重要，筆者還是力圖在全面考查多媒體輔助語文教學(xué)的界面制作實(shí)踐的基礎(chǔ)上，進(jìn)行嘗試性的系統(tǒng)、概括、描述和論證，以勾畫多媒體輔助語文教學(xué)界面制作的理論框架。因此，本文以系統(tǒng)科學(xué)、傳播美學(xué)、接受美學(xué)、教育心理學(xué)、語言學(xué)和語文教育學(xué)等作為研究多媒體輔助語文教學(xué)的界面制作問題的理論基礎(chǔ)。認(rèn)為從系統(tǒng)科學(xué)角度來看，語文界面是一個(gè)由文字、符號(hào)、圖形、圖像、動(dòng)畫、音頻和視頻等媒體構(gòu)成的界面系統(tǒng)，制作語文界面必須處理好界面的部分與整體、有序與無序、結(jié)構(gòu)與功能和行為與目的等關(guān)系，以獲取語文界面系統(tǒng)的最優(yōu)效能從傳播美學(xué)角度來看，語文界面是承載和傳遞信息的洪流，制作語文界面必須遵循信息傳播規(guī)律，從信息接受者的生活經(jīng)驗(yàn)出發(fā)，充分發(fā)揮視覺形象的功能從接受美學(xué)角度來看，語文界面是一個(gè)多層面的、開放的“召喚結(jié)構(gòu)”，制作語文界面必須運(yùn)用多媒體技術(shù)精心設(shè)計(jì)界面這一召喚結(jié)構(gòu)的空白點(diǎn)、未定點(diǎn)和不確定之域，以使學(xué)生最大限度地實(shí)現(xiàn)對(duì)文本意義的創(chuàng)生從教育心理學(xué)角度來看，語文界面是學(xué)生學(xué)習(xí)的外部刺激物、是具有獨(dú)特品質(zhì)的“人”學(xué)生“自我實(shí)現(xiàn)”的平臺(tái)、是學(xué)生進(jìn)行意義建構(gòu)的工具，制作語文界面必須精心設(shè)計(jì)“刺激反應(yīng)強(qiáng)化”的學(xué)習(xí)機(jī)制、必須創(chuàng)造充分發(fā)展學(xué)生潛能的自山學(xué)習(xí)空間、必須從學(xué)生己有知識(shí)經(jīng)驗(yàn)出發(fā)構(gòu)建學(xué)習(xí)情境從語言學(xué)角度來看，語文界面是與人有高親和度的新功能語言，制作語文界面必須充分發(fā)揮其溝通與交流功能從語文學(xué)科角度來看，語文界面是溝通學(xué)生經(jīng)驗(yàn)世界和語言文字世界的橋梁，制作語文界面必須充分利用多媒體技術(shù)，使學(xué)生有效地形成語文素養(yǎng)?；谝陨侠碚摶A(chǔ)，本文論述了制作語文界面必須遵循的科學(xué)性與實(shí)用性相結(jié)合、統(tǒng)一性與變化性相結(jié)合、層次性與交互性相結(jié)合、情境性與趣味性、藝術(shù)性與個(gè)性化等五項(xiàng)原則。在此基礎(chǔ)匕本文簡(jiǎn)單考查了多媒體輔助語文教學(xué)界面制作的類型，然后全面深入地對(duì)語文界面制作的內(nèi)容進(jìn)行了闡述具體論述了界面整體設(shè)計(jì)中的三個(gè)主體界面窗口，交互方式，導(dǎo)航策略和五對(duì)關(guān)系形色、動(dòng)靜、虛實(shí)、遠(yuǎn)近，背景與前景、主體與陪體，抽象與具體，明暗與質(zhì)感，動(dòng)靜與出入的設(shè)計(jì)深入探討了語文界面語言文字與字體，圖標(biāo)、圖形、圖像與色彩，動(dòng)畫，音頻，視頻等在界面制作中的運(yùn)用問題。最后，本文簡(jiǎn)單闡述了語文界面制作的步驟。通過實(shí)踐研究，本文闡明了多媒體輔助語文教學(xué)界面制作的理論基礎(chǔ)，闡述了多媒體輔助語文教學(xué)界面制作的基本原則、制作類型、內(nèi)容與步驟，澄清了在語文界面制作匕的認(rèn)識(shí)誤區(qū)，首次提出了“語文界面”這一概念，填補(bǔ)了國(guó)內(nèi)外多媒體與語文ARESEARCHONTHEMAKINGOFINTERFACEOFMULTIMEDIAASSISTEDCHINESEINSTRUCTIONABSTRACTWITHTHECOMINGOFTHEINFORMATIONAGETHEMULTIMEDIATECHNOLOGYISBEINGAPPLIEDTOTEACHINGMOREANDMOREWIDELYANDISBECOMINGANIMPORTANTTOKENOFTHEEDUCATIONALMODERNIZATIONINTHECONTEMPORARYEDUCATIONALREVOLUTIONTHECHINESETEACHINGINPRIMARYANDMIDDLESCHOOLWHICHHAVINGBEENTAKINGADVANTAGESOFTHEMULTIMEDIATECHNOLOGYHASRAISEDTHESAILOFREFORMATIONTHOUGHTHEACTOFMULTIMEDIAASSISTEDCHINESETEACHINGHASBEENDEVELOPEDWIDELYANDDEEPLYTHEREARESTILLALOTOFPLACESTOBEIMPROVEDWHYITISBECAUSETHECONFORMITYOFTHEMULTIMEDIATECHNOLOGYWITHTHECHINESECOURSEISSTILLLACKO1RESEARCHANDTHEINTERFACEMAKINGOFMULTIMEDIAASSISTEDCHINESETEACHINGISPARTICULARLYLACKOFSYSTEMATICPOINTEDTHINKINGANDEXPLORATIONITISTHESERIOUSLAGGINGOFTHETHEORETICALRESEARCHANDTHESERIOUSDISCONNECTIONOFTHEORYANDPRACTICETHATHAVEDIRECTLYCAUSEDTHEPHENOMENAOFMULTIMEDIAASSISTEDTEACHINGOFCHINESETO”BEHIGHCONSUMTIVEANDLOWEFFICIENT”ITISINEVITABLETHATPEOPLEWHODENYITANDWHODOUBTITLASHOUTITTHEREFOREITBECOMESANURGENTANDIMPORTANTTASKFOREVERYCHINESEEDUCATORTOSTUDYTHECONFORMITYOFMULTIMEDIAWITHCHINESECOURSEISSUEANDTOSTUDYTHEINTERFACEMAKINGOFMULTIMEDIAASSISTEDCHINESETEACHINGISSUETHEINTERFACEOFMULTIMEDIAASSISTEDCHINESETEACHINGMAINLYMEANSTHETOTALVISUALLANGUAGESOFBEARINGANDTRANSMITTINGINFORMATIONDURINGTHECOURSEOFMULTIMEDIAASSISTEDCHINESETEACHINGINBRIEFTHEINTERFACEOFMULTIMEDIAASSISTEDCHINESETEACHINGISAVISUALLANGUAGESYSTEMANAESTHETICSYSTEMANDACOMPLICATEDEDUCATIONALSYSTEMINESSENCEALTHOUGHTHEMAKINGOFTHEINTERFACEOFMULTIMEDIAASSISTEDCHINESETEACHINGHASJUSTSTARTEDANDTHETHEORETICALRESEARCHOFINTERFACEMAKINGISSTILLINADEQUATETHEINTERFACEOFMULTIMEDIAASSISTEDCHINESETEACHINGPROBLEMBECOMESMOREANDMOREIMPORTANTWITHTHEINSTANTDEVELOPMENTOFCHINESEEDUCATIONTHEAUTHORTRIESTOSTUDYTHEPROBLEMONTHEFOUNDATIONOFEXAMININGDEEPLYTHEINTERFACEMAKINGPRACTICEOFMULTIMEDIAASSISTEDCHINESETEACHINGTORECAPITULATETODESCRIBE，TOREASONTOSKETCHTHEINTERFACETHEORYFRAMETHISPAPERISBASEDONSUCHTHEORETICALFOUNDATIONSTOSTUDYTHEINTERFACEMAKINGPROBLEMTHETHEORYOFSYSTEMATICSCIENCETHETHEORYOFEDUCATIONALPSYCHOLOGYTHETHEORYOFAESTHETICSOFTRANSMISSIONTHETHEORYOFAESTHETICSOFACCEPTIONTHETHEORYOFLINGUISTICSANDTHETHEORYOFCHINESEEDUCATIONETCFROMTHESYSTEMATICSCIENCESPOINTOFVIEW，CHINESEINTERFACEISANINTERFACESYSTEMFORMEDOFMEDIASSUCHASCHARACTERSSYMBOLSFIGURESPICTURESCARTOONSAUDIOSANDVIDEOSETCINORDERTOOBTAINCHINESEINTERFACESYSTEMSOPTIMUMEFFICIENCYTOMAKECHIN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簡(jiǎn)介：天津師范大學(xué)碩士學(xué)位論文計(jì)算機(jī)輔助語言學(xué)習(xí)實(shí)效性研究姓名韓杰申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)英語指導(dǎo)教師貢群秋20030801ABSTRACTCOMPUTERSHAVELONGBEENREGARDEDASAPOTENTIALTOOLFORACCELERATINGTHELEARMNGOFAFOREIGNLANGUAGETHEREFORE，ALOTOFRESEARCHERSHAVEAAEMPTEDTODEMONSTRATETHEEFFECTIVENESSOFCOMPUTERASSISTEDLANGUAGELEARNINGCALLTHEPURPOSEOFTHISSTUDYISTOQUANTITATIVELYANALYZETHEEFFECTIVENESSOFCALLINLANGUAGELEARNINGASCOMPAREDWITHTRADITIONALINSTRUCTION，WITHTHEINTENTOFDETERMININGTHEOVERALLEFFECTIVENESSOFCALLINTHISFIELDTHISPAPERBEGINSWITHADESCLIPTIONOFLEARMNGTHEORIESTHATCANSUPPORTTHEUSEOFCOMPUTERSINTEACHINGANDLEARNINGITISFOLLOWEDBYADESCRIPTIONOFTHEDEVELOPMENTOFCOMPUTERUSEINEDUCATIONANDHISTORYOFTHERESEARCHONTHEEFFECTIVENESSOFCALLINTHEENSUINGSECTIONSACONTROLLEDEXPERIMENTDESIGNEDTOTESTTHEEFFICIENCYOFCALL也THEEN酉ISHCOURSETOTHESEVENTHGRADERSISPRESENTEDTOSTUDYIFCALLCANPROMOTEENGLISHLEARNERS、ACHIEVEMENTEVIDENTLY，COMPAREDWITH訂ADMONALMETHODSOFINSTRUCTIONTHERESULTOFTHEEXPERIMENTCOMPARINGCALLWITHTRADITIONALCLASSROOMINSTFL戚ONSUGGESTSTHATUTILIZINGTHEFULLPOTENTIALOFCAMCALLINCREASEINSTRUCTIONALEFFECTSCALLCALLPROMOTETHELEARNINGACHIEVEMENTOFAFOREIGNLANGUAGEKEYWORDSCALLENGLISHTEACHINGANDILCAMINGCONSTMETIVISMTHEORYMDTIMEDIATEACHINGEXPERIMENT4

簡(jiǎn)介：四川師范大學(xué)碩士學(xué)位論文計(jì)算機(jī)輔助語言教學(xué)中交互教學(xué)模式研究姓名李莼申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)英語指導(dǎo)教師張順赴20080516ASTUDYONINTERACTIONINCOMPUTERAIDEDLANGUAGELEARNINGABSTRACTENGLISHLANGUAGETEACHINGSTUDENTLICHUNADVISORZHANGSHUNFUTHISTHESISISINTENDEDTOBEANATTEMPTATATENTATIVELYCOMPREHENSIVEINVESTIGATIONOFHOWINTERACTION，ASONEOFTHEMOSTPOPULARLANGUAGEACQUISITIONMETHODS，CANPLAYITSROLEINCOMPUTERAIDEDLANGUAGELEARNINGCALLTHATHASBEENTURNINGMOREANDMORETOBEATRENDATPRESENTTIMETHEIDEAISCLEARTHATMEDIAINCLUDINGMOSTIMPORTANTLYCOMPUTERANDNETWORK，CANBEINTEGRATEDINTOLANGUAGETEACHINGANDLEARNINGFORTHEPURPOSEOFEFFECTIVELYENHANCINGLANGUAGEACQUISITIONINTHETHESIS，THEFOCUSISONAPPLICATIONOFCALLININTERACTIVETEACHINGINCLASSROOMONTHEBASISOFAGENERALREVIEWOFINTERACTIONASALANGUAGETEACHINGTHEORYANDPRACTICEANDCALLASANEWLYDEVELOPEDMODEOFLANGUAGEACQUISITIONBASEDONHIGHTECHNOLOGYITISBELIEVEDINTHEPAPERTHATTHECHARACTERISTICSOFLANGUAGETEACHINGANDLEARNINGCANBEGIVENAFULLPLAYINTHEOPTIMALCOMBINATIONOFINTERACTIONANDCALLANDINPRACTICELOTSOFPOSITIVERESULTSHAVEBEENREPORTEDOFTHISAPPROACHKEYWORDSCALL，ENGLISHTEACHING，INTERACTIONMOOD

簡(jiǎn)介：山東師范大學(xué)碩士學(xué)位論文計(jì)算機(jī)輔助語言教學(xué)在高職英語閱讀教學(xué)中的應(yīng)用姓名劉文娟申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)（英語）指導(dǎo)教師曹春春20081007山“JOJLI范人學(xué)碩十學(xué)位論文該研究還就如何正確運(yùn)用計(jì)算機(jī)輔助英語教學(xué)提出了合理化的建議教師應(yīng)當(dāng)不斷更新教疔觀念，注重加強(qiáng)師生L、NJ的互動(dòng)、溝通與交流，更好的發(fā)揮計(jì)算機(jī)輔助語言教學(xué)對(duì)高職英語閱讀教學(xué)的促進(jìn)作用，進(jìn)而努力把高職學(xué)生培養(yǎng)成為幽家社會(huì)所需要的合格的高等技術(shù)應(yīng)用型人才。然而，計(jì)算機(jī)輔助語言教學(xué)與高職英語閱讀教學(xué)的結(jié)合還是一個(gè)較新的研究領(lǐng)域，如何實(shí)踐兩者的有益結(jié)合仍存在不少問題，有待于我們進(jìn)一步的深入研究和完善。關(guān)鍵詞計(jì)算機(jī)輔助語言教學(xué)，高職，英語閱讀教學(xué)

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簡(jiǎn)介：遼寧師范大學(xué)碩士學(xué)位論文計(jì)算機(jī)輔助語言學(xué)習(xí)對(duì)英語語法教學(xué)影響的研究姓名張麗平申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)（英語）指導(dǎo)教師白彬20080601ABSTRACTASALANGUAGETEACHER，IOFTENHEARSTUDENTSCOMPLAININGTHATSOMETIMESTHEYHAVEMUCHDIFFICULTYINLEARNINGENGLISHGRAMMAR．HOWCANWETEACHERSTEACHENGLISHGRAMMARMOREEFFECTIVELYITHINKOFANEWMETHOD，USINGCOMPUTERSTOAIDINTEACHINGANDLEARNINGENGLISH．ASWEKNOW,THECOMINGOFTHEINFORMATIONAGEMEANSTHECHANGESOFTHETEACHINGMODEANDSTUDYINGWAY．WITHTHEDEVELOPMENTOFMODERNINFORMATIONTECHNOLOGY，COMPUTERSHAVECOMEINTOTHEEDUCATIONFIELDANDDEVELOPEDQUICKLY．DUETOTHEIMPACTANDINFLUENCEOFINFORMATIONTECHNOLOGYONSOCIETYANDEDUCATION，COMPUTERASSISTEDLANGUAGELEARNINGISBECOMINGTHETRENDINFOREIGNLANGUAGETEACHING．SIMPLETEACHINGTOOLSSUCHASTHEBLACKBOARD，THETEXTBOOKS，CHALKANDTAPERECORDERSHAVEFALLENBEHINDTHETIMES．THEMAINPURPOSEOFTHISRESEARCHISTOFINDOUTTHEIMPACTOFC札LONTHEACHIEVEMENTSOFENGLISHGRAMMARTEACHING．MYPAPERMADEANATTEMPTTOANSWERTHEFOLLOWINGQUESTIONSWHETHERCANCALLBEUSEFULFORSTUDENTSTOIEARNENGLISHGRAMMAR7．CANTHENEWMETHODENHANCEGRAMMARTEACHINGANDSUPPLEMENTTHEDISADVANTAGESOFTHETRADITIONALTEACHINGWAYANDHOWARETHESTUDENTSINTERESTEDINTHENEWTEACHINGMETHODALTHOUGHTHEREHAVEBEENPLENTYOFRESEARCHESDONEINTHISAREABEFORE，F(xiàn)INDINGSWERENOTSOCONSISTENTANDRESEARCHESABOUTSUBJECTGROUPSWERELIMITEDINAWAY．THISISONEOFTHEREASONSWHYICHOSETHISTITLEASMYRESEARCHAREABASEDONTHEPURPOSEABOVE，THETHEORETICALBASEFORTHISSTUDYISACONSTRUCTIVISTVIEWOFLEARNINGANDTHESUBJECTSOFTHERESEARCHARE106SENIORHIGHSCHOOLSTUDENTSFROMBENXINO．1HIGHSCH001．INMYEXPERIMENT，THEREARETWOGROUPSGROUPONEIS“COMPUTERBASEDGROUP”TOTALLING52ANDGROUPTWOIS“TEACHERDIRECTEDGROUP”TOTALLING54．CLASSROOMOBSERVATION，QUESTIONNAIRES。INTERVIEWSANDTESTSAREDEPLOYEDTOCOLLECTDATAANDTHECOMBINATIONOFII

簡(jiǎn)介：碩士學(xué)位論文計(jì)算機(jī)輔助語言學(xué)習(xí)基礎(chǔ)下的高中英語聽力教學(xué)研究論文作者王良豫指導(dǎo)教師李正林教授學(xué)科專業(yè)學(xué)科教學(xué)英語研究方向?qū)W科教學(xué)英語華中師范大學(xué)外語學(xué)院2013年4月華中師范大學(xué)學(xué)位論文原創(chuàng)性聲明和使用授權(quán)說明原創(chuàng)性聲明本人鄭重聲明所呈交的學(xué)位論文，是本人在導(dǎo)師指導(dǎo)下，獨(dú)立進(jìn)行研究工作所取得的研究成果。除文中已經(jīng)標(biāo)明引用的內(nèi)容外，本論文不包含任何其他個(gè)人或集體已經(jīng)發(fā)表或撰寫過的研究成果。對(duì)本文的研究做出貢獻(xiàn)的個(gè)人和集體，均已在文中以明確方式標(biāo)明。本聲明的法律結(jié)果由本人承擔(dān)。作者簽名韶符日期瀘哆年廠脅日學(xué)位論文版權(quán)使用授權(quán)書本學(xué)位論文作者完全了解學(xué)校有關(guān)保留、使用學(xué)位論文的規(guī)定，即學(xué)校有權(quán)保留并向國(guó)家有關(guān)部門或機(jī)構(gòu)送交論文的復(fù)印件和電子版，允許論文被查閱和借閱。本人授權(quán)華中師范大學(xué)可以將本學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)進(jìn)行檢索，可以采用影印、縮印或掃描等復(fù)制手段保存和匯編本學(xué)位論文。同時(shí)授權(quán)中國(guó)科學(xué)技術(shù)信息研究所將本學(xué)位論文收錄到中國(guó)學(xué)位論文全文數(shù)據(jù)庫(kù)，并通過網(wǎng)絡(luò)向社會(huì)公眾提供信息服務(wù)。作者簽名刁侈形日期，年“護(hù)日導(dǎo)師簽名日期年月日本人已經(jīng)認(rèn)真閱讀“CALIS高校學(xué)位論文全文數(shù)據(jù)庫(kù)發(fā)布章程”，同意將本人的學(xué)位論文提交“CALLS高校學(xué)位論文全文數(shù)據(jù)庫(kù)”中全文發(fā)布，并可按“章程”中的規(guī)定享受相關(guān)權(quán)益?；赝救胀筮M(jìn)卮旦圭生；旦二生；旦三生筮查作者簽名玩靜日期戶。年歹月護(hù)日導(dǎo)師簽名日期年月日