MOOC與傳統(tǒng)教學(xué)對(duì)比研究——以少數(shù)民族大學(xué)生英語(yǔ)口語(yǔ)交際能力培養(yǎng)為例

1、MOOC與傳統(tǒng)教學(xué)對(duì)比研究以少數(shù)民族大學(xué)生英語(yǔ)口語(yǔ)交際能力培養(yǎng)為例 AcknowledgementsMy heartfelt gratitude should go to all those who helped me during the writing of this thesis. A special acknowledgement should be shown to my supervisor Ms. Pan Xin, who gave me kind encouragement and useful instructions all through my writing. I al

2、so would like to extend my gratitude to all of my teachers and students who helped me in my process of writing this paper.Finally, I wish to extend my thanks to Dr. Zhang Shuai, who supplied me with reference materials of great value.AbstractRecently, MOOC has played a vital role in many fields like

3、 classroom learning, vocational training or public education by its convenience, high-efficiency and flexibility. Yet as for those far-remote regions in our country where MOOC is still blank, the lack of high-quality educational resources has always been precluding the improvement of local education

4、. The traditional teaching methods adopted by most English language teachers for a long time also cannot meet the social demands. Meanwhile, English has become the key language for spreading ideas and exchanging information since the process of globalization grew deeper throughout the world. However

5、, minority college students in Yunnan, on account of a series factors attributing to their local lingual or social environment, would meet a host of problems that impede the advancement of their English oral competency. Therefore, deficiencies in traditional education and minority college students c

6、haracters would make it harder to improve their English oral competency.Based on this situation, this study will analyze the possibilities of how to improve English oral competency through questionnaire, interview and evaluation on the oral competency of minority college students. A contrast researc

7、h will be done on the two teaching methodsMOOC vs. traditional teaching. The research is a project deeply focusing on the advantages of both teaching methods and aiming at helping Yunnan minority college students to make improvement in their English oral competency. It also intends to set an example

8、 to assist reforming the teaching methodology and optimizing the teaching quality in the minority college English oral classroom.Key words: MOOC; traditional teaching; English oral competency; minority college students摘 要近些年，隨著MOOC技術(shù)在我國(guó)如火如荼的展開(kāi)，無(wú)論是課堂學(xué)習(xí)，企業(yè)培訓(xùn)還是公益教育，MOOC技術(shù)在眾多領(lǐng)域都發(fā)揮了其便捷、高效、開(kāi)放等眾多優(yōu)勢(shì)。但對(duì)于MOOC

9、技術(shù)仍屬空白的偏遠(yuǎn)地區(qū)來(lái)說(shuō)，優(yōu)質(zhì)教育資源的短缺已成為當(dāng)?shù)亟逃l(fā)展的短板，長(zhǎng)期以來(lái)固守的傳統(tǒng)教育模式也已然無(wú)法滿足社會(huì)的需求。同時(shí)，在全球化進(jìn)程不斷加深的過(guò)程中，英語(yǔ)成為了思想傳播、信息交流的重要工具。然而，少數(shù)民族大學(xué)生因其相對(duì)復(fù)雜的語(yǔ)言和社會(huì)環(huán)境時(shí)常會(huì)在英語(yǔ)口語(yǔ)交際過(guò)程中遇到諸多問(wèn)題，在英語(yǔ)口語(yǔ)交際能力提升過(guò)程中遇到許多障礙。傳統(tǒng)教育的缺陷和學(xué)生自身的特性使得英語(yǔ)口語(yǔ)交際能力的提升更加嚴(yán)峻?；诖?，本文通過(guò)對(duì)少數(shù)民族大學(xué)生的問(wèn)卷調(diào)查、跟蹤訪談以及能力評(píng)估，分析歸納出影響提升少數(shù)民族大學(xué)生英語(yǔ)口語(yǔ)交際能力的障礙和原因，并在不同教育模式下對(duì)參與試驗(yàn)的少數(shù)民族大學(xué)生分組進(jìn)行對(duì)照實(shí)驗(yàn)，對(duì)比分析傳統(tǒng)教

10、育模式和MOOC平臺(tái)的教育模式在實(shí)際運(yùn)用當(dāng)中的異同。結(jié)合兩種教育模式的優(yōu)勢(shì)為少數(shù)民族大學(xué)生在英語(yǔ)口語(yǔ)交際能力的提升提出有價(jià)值的方案，為日后高校教師教學(xué)模式改革，優(yōu)化教學(xué)質(zhì)量提供借鑒和參考。關(guān)鍵詞：MOOC; 傳統(tǒng)教學(xué); 英語(yǔ)口語(yǔ)交際能力; 少數(shù)民族大學(xué)生Contents云南民族大學(xué)畢業(yè)論文(設(shè)計(jì))原創(chuàng)性聲明iAcknowledgementsiiAbstractiii摘 要iv1. Introduction1 1.1 The Objective of the Study1 1.2 The Background of the Study1 1.3 The Significance of the S

11、tudy32. Literature Review5 2.1 The Definition of Traditional Teaching Method5 2.2 The Definition of MOOC5 2.3 Overseas Study on MOOC6 2.4 Domestic Study on MOOC73. Methodology9 3.1 The Research Questions9 3.2 Research Participants9 3.3 Data Collection104. Results and Discussion12 4.1 Findings and Da

12、ta Analysis from Questionnaires12 4.2 Findings and Data Analysis from Interviews13 4.3 Findings and Data Analysis from Comparative Research155. Conclusion17 5.1 Similarities Between MOOC and Traditional Teaching in Application17 5.2 Differences Between MOOC and Traditional Teaching Method in Applica

13、tion17 5.2.1 Teaching Target17 5.2.2 Procedures for Operation19 5.2.3 Conditions for Realization20 5.3 Suggestions for Minority College Students to Improve Oral English Competency22 5.4 Limitations of the Study24References25Appendixes26v1. Introduction1.1 The Objective of the StudyFor its advantages

14、 such as diversification of education resources, accessibility, popularity and autonomy, much more attention has been paid to MOOC a new type of network teaching platform growing in recent years with burgeoning demands. To a certain extent, the appearance of MOOC can partly remedy the stereotype in

15、traditional teaching like the outmoded contents and rigid patterns. A great amount of inspiration on English oral competency will be supplied with those minority college students who are not good at communicating with others in English and lack of high quality educational sources with its superiorit

16、y and specialty.The target of this study mainly embodies in three facets: exploration of problems occurred in the possess of oral communication with Chinese minority college students, the comparison between modern teaching method MOOC and the traditional teaching method and the combination of advant

17、ages of both two methods. It aims at informing a better method to help Chinese minority college students improve their English oral competency and achieve a higher education level, which is heading for making an imbalanced and impartial education.1.2 The Background of the StudyLi Manli in her book s

18、ays that education has always been viewed as the crux in the progress and development of human and making a latent influence on the vicissitude of any nation or people. There is an imbalance ascribing to factors concerning location and society or the lack of a unanimous English teaching skeleton lea

19、ding to many problems occurred in the process of cognition and acquisition. Especially for those students living in the far-remote regions of China who are studying in the absence of high-quality education resource. English is a subject to whom it makes a higher requirement for self-quality of learn

20、ers and faculties. Hence, it is a top priority for education in minority border regions to be fostered and developed rapidly. From the outset of 20th century, there is an attempt for searching excellent teaching methods for EFL learners to have a good command of English in a short time. Many radical

21、 changes have happened on EFL teaching within one century, like the realization of EFL teaching and learning from the public and the transition from teacher-oriented to learner-oriented research. Moreover, influenced by various linguistic genres, some new teaching methods have come out, such as audi

22、o-lingual method、situational teaching method、natural approach and communicative approach, etc. On one hand, development of EFL teaching has been stimulated with the assistant of new teaching method. On the other hand, ample new teaching methods also enrich the guidance of EFL teaching from theoretic

23、al aspect. But neither grammar-translation approach in the earliest days nor functional and communicative teaching method, which are two prevailing teaching methods being used in Chinese class, can radically make all the students have a good command of foreign languages. Consequently, an effective w

24、ay of acquirement for English is still a problem being discussed, which causes much contemplation from people for various methods for EFL teaching. As a compulsory course accompanying with the entire study career of any student in China, English education, particularly higher education requires a hi

25、gher standard for EFL, which would be a key skill being frequently emphasized. Currently, most universities in China are following the orthodox way of teaching, which is a teacher-centered class that students passively accept or record the knowledge from teachers, and the way of testing is also outm

26、oded so that most students who recite the core knowledge of class can pass the final exam. Such a feckless teaching pattern will eventually lead college students to a dilemma where they truly have gone through an English class during the period of college and got a decent score which cannot represen

27、t the competency they are really equipped with so that they would fail in relevant study or work in the future. Too many flaws exist in traditional teaching pattern, but there are consistent revolutions happening on this field. MOOC is one of those conducive trails with lots of expectation (Chen Xia

28、ogeng and Wang Xiangming, 2013: 23).Sharing and transmission of educational resource have benefit to many fields in the era predominated by the network technology. In 2012, MOOC sprung up with the opening of lectures from prestigious universities to learners throughout the world, which was called th

29、e “the first year of MOOC”. Now a great number of universities offer courses consisting of various subjects on the Internet, and at the same time, learners all over the world have access to enjoying high-quality education resource. Massive Open Online Courses (usually abbreviated MOOC) makes it poss

30、ible for anyone to grasp any information from this platform anywhere based on the Internet at any time, which is the worth of MOOC. Chen Xiaogeng points out that the year of 2013 was also designated as the first year of MOOC in China, since that, Chinese universities and education institutions have

31、joined the army of MOOC to build up a new MOOC with Chinese characters.1.3 The Significance of the StudyThis study features minority college students as an essential object with MOOC a teaching method that is bang up to date responding to the age of Internet. Through some investigations or interview

32、s on minority college students, a series of problems would appear which provide a large number of information for comparative research on traditional teaching method vs. MOOC. Borrowed from MOOC, the advantages and contents of it will positively benefit to the traditional education, which can break

33、up the limitation from time and space. Especially for those students and teachers living in remote regions of China, free and high-quality education resources can be shared and transmitted to every class. Meanwhile, MOOC will push the improvement of teaching method to a higher floor, that is, the mi

34、xed teaching method, which MOOC will assist or be embedded into traditional class in order to make it more active and vivid. On one hand, MOOC is an auxiliary way of accelerating the students understanding of knowledge or a supplement for additional knowledge. On the other hand, MOOC may potentially

35、 decrease or avoid many negative effects or flaws from traditional teaching method such as low-efficiency, cram teaching or exam-oriented teaching. Although the institutions for the selection of excellent student cannot be changed in a short time, to some extent, the mixed teaching method may increa

36、se the quality of education and the efficiency of teaching and learning. Furthermore, if only caliber of teaching has been guaranteed, MOOC that boasts low-cost and maturity might bring a save of local government funding for education, manpower and material resources.282. Literature Review2.1 The De

37、finition of Traditional Teaching MethodAccording to the definition of teaching pattern from Huang Puquan and Wang Benlu, constitute elements of teaching pattern consist of theoretic basis, teaching targets, operational procedures, conditions for realization and teaching assessment. Traditional teach

38、ing method or pattern is one of teaching patterns, including many branches such as lecture - style teaching method, finding teaching method, mastering teaching method and explaining and receiving teaching method, etc. For a long time, explaining and receiving method has been ubiquitously accepted by

39、 higher education in China. As far as the author is concerned, traditional teaching method in China, to a certain extent, should be equal to the explaining and receiving method. Johann Friedrich Herbart, the founder of pedagogy as an academic discipline, set up the explaining and receiving method (Y

40、ang Xiaowei, 2010: 310). After his followers perfection, it has become “five formal steps” teaching method that is popular in China. It features high-efficiency learning with the guidance of a teacher in a unit time, which gratifies the demands of talents cultivation after industrialization. However

41、, it is obvious that the “five formal steps” teaching method overemphasizes function of teacher which would control the learners way of thinking. Accordingly, there is no much room for learners to think freely, even some learners would form a bad habit like indolence or the lack of motivation (Lai Z

42、hikui, 1998: 121).2.2 The Definition of MOOCDue to the possession of five basic elements for composing a teaching method, MOOC would also be called a teaching pattern. The author attempts to define MOOC as an up-to-date network teaching method with support of behaviorism and constructivism.In the fi

43、rst place, such a network teaching method should strongly rely on the Internet in order to set up a visual network class for teaching and learning activities. In the second place, for freeing from cramming teaching, the theories of MOOC are based on behaviorism and constructivism, which can stimulat

44、e the ability of autonomous learning. MOOC emphasizes learning should be an active process in which learners have sufficient time to build up new knowledge and make plans by themselves, contents of teaching should be the beginning of learning rather than the end. Last but not the least, compared wit

45、h traditional network teaching method, MOOC has adapted to the social demands. Traditional network teaching method, such as correspondence course, online courses offered by colleges and a variety of open courses, also develops from the basis of network, but a series of flaws have become more and mor

46、e serious as outdate teaching contents, single teaching form and inefficient curricular forum, which would lead to a low speed development of network teaching method. To a large extent, the invention of MOOC is to overcome those defects and increase the utilization rate of network courses. 2.3 Overs

47、eas Study on MOOCBoth theoretical research and practical research started early overseas. Firstly， theoretical research. Although MOOC reflects the characters of traditional teaching method and network teaching method, it has a unique way of practice instead of those two teaching methods. It means t

48、hat faculties and students should adjust to this new teaching method. From the aspect of teachers, they should learn to take fully advantage of new media to develop themselves. From the aspect of students, diverse learning experience would be fixed on, especially abundant experience of network learn

49、ing. However, some researchers such as professors in Tsinghua University or Stanford University hold the opposite view of MOOC that it has only changed the contents not its form. Secondly, practice research. Most practice researches of MOOC, no matter in America the cradle of MOOC or other countries

50、 including China, totally concentrate on the construction of some websites boasting MOOC and the publicity of MOOC as a teaching method. Amongst them, three American MOOC websites are the most successful, Coursera, edX and Udacity. In recent years, two centers of the development of MOOC have formed,

51、 America and Asia. Colleges in Taiwan and Hong Kong are well-known for their MOOC among all kinds of colleges and universities in Asia. For instance, Taiwan National University, makes significant innovations on the basis of original MOOC. Meanwhile, high enthusiasm has been paid to MOOC by students

52、in Taiwan National University owing to its strong recognition. 2.4 Domestic Study on MOOCCompared with overseas study, domestic theoretical study falls behind the average and roughly can be divided into two stages. The first stage is dominated by translation of overseas academic literature. The numb

53、er of paper on MOOC are growing rapidly. Declarative introduction and overseas application of MOOC are wildly spread by large amount of publication. Especially Tsinghua University makes great contributions to researches on MOOC that published two books Decoding MOOC as a large scale open online cour

54、se education investigation (Li Manli, 2013: 16) and The collegiate revolution - higher education in the era of MOOC (Wu Jianping, 2014: 24) within two months. The second stage is theoretical invention. With majorities of literature on MOOC published, domestic scholars started to discuss the influenc

55、e of MOOC, a new type of network teaching method, on teachers and students. However, most of researches in this period focused on the conversion of learning method rather than teaching methods. Additionally, the extent of domestic study on MOOC was nearly the same as that in developed western countr

56、ies from the aspect of practice. Domestic universities were keen on establishing collaborative relationships with three major MOOC websites, Coursera, edX and Udacity. Meanwhile, they also built up their own MOOC teaching platform. For example, UOOC was the biggest MOOC union in China with the guida

57、nce of Shenzhen University in May 12th, 2014, but it was merely restricted to platform developing, and still not mature in practical operation.3. Methodology3.1 The Research QuestionsAccordingly, the study raises the following questions to be explored in this research:1. What are the similarities an

58、d differences between MOOC and traditional teaching method?2. How should the improvement for English oral competency of minority college students be achieved with the combination of MOOC and traditional teaching method?3.2 Research ParticipantsThere are 68 participants in the questionnaire section w

59、ho are second and third year minority students from Yunnan Minzu University. Among them, the percentage of students majored in English takes up 30.88 % (21 people in Bai, Miao, Yi, Lisu, Hui, Zhuang, Naxi, Bulang minority groups), and the rest are non-English major students who are specialized in various majors, which takes up 69.12 % (47 peop