BLOG在英語教學上的應用

請參考Schee的網站:
http://blog.schee.info/archives/001008.html
http://blog.schee.info/archives/000094.html

Blog這個網路新玩意兒,它的應用層面有待發掘。目前,就我的經驗,記述如下:

Aims:
1. Collaborative projects. (合作學習)

2. To build writing (productive) abilities. (培養學生發表、寫作能力)

3. The data on the blogs may be good research resources. (日後的教育研究素材)

Good:
1. No time limit, students can write whenever they want. (if the net works)

2. Blogs provide an easy way to write.

3. The learning process can be shown clearly (Time tags can show the sequence.)

4. Blogs provide an easy way to comment. The comments can be from the teachers / groups / classmates.

5. Everyone can comment on previous comments.

6. Using anonyms makes writing easy and perhaps daring. That’s good for the building of the writing ability.

Bad:
1. If the website doesn’t work, then students will be anxious.

2. Students (especially young, un-trained ones) would not have the ability to blog or post comments on the blogs.

3. Subjective scoring.

4. Not fair to those students who don’t have the time/ the right / the money to surf the Internet.

5. What if the teacher don’t know blogging well enough? Can he/she be able to guide students to do this kind of activity?

6. Aims and the ways / procedures of one activity should be given by the teacher clearly.

7. Students would deceive / fool the teachers by using anonyms or using other classmate’s names for disguise.

Practices:
目前想到的可能性是:
1. 教師把一則作文貼在blog上 (phpbb之類的討論區應該也可以),然後請學生以匿名方式上去post感想,或一些訂正。 學生感到安心,自在地發表言論。然後老師再出面評論學生的這些想法。

2. 為了作平常成績,也為了監看,老師請學生以真名上網登記他們的言論。為了避免學生欺騙教師,學生應該被安排在電腦教室,在一節(或兩節課)內完成他們的評論作業或寫作作業,當然作業安排上,寫作分量應控制在一節課或兩節之內可以完成的。而這,又涉及了學生的打字速度或電腦操作能力了,對於電腦操作能力不佳的學生,又不大公平了,我們必須清楚,這活動重心必須是放在英語教學而不是訓練或意圖展現學生的電腦能力。

先想到這裏。等我有新想法再來這裏補上。

6 comments

  1. Having read through your comments on “Blog", I thought I’d like to have a go at trying to figure out what Blog looks like and what the blog actually is.

    In your mind, the blog environment embraces the potential benefits that certainly contribute to both learning and teaching activity. And the emergence of technological infrastructures that enable teachers to operate their T-ing plans and to deliver their L-ing materials. Well, it looks like it could be done.

    With my limited knowledge about Blog, it seems to me that the blog is asynchronous on-line learning. Considering this specific type of technology, we may able to accomplish not only constructive goals (as you siad: collaborative learning), but also behavioural and cognitive objectivies in ways they could not before. Not quite confidence about the above, but I believe that it depands on how we are going to use the “blog" technology and in a way we design tasks for learners and for teachers themselves. I think, the task for teachers who wish to apply constructive theory (for example collaborative learning, I guess) in their teaching is to focus on making connections between facts and fostering new understanding in students. Once students take more responsibility for their own learning, teachers must become more like librarians, guiding students to information sources, giving opportunities to create knowledge and interacting with authentic experiences.

    to be continued……..

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