1、1A Research on Network Communication Teaching DesignAbstract. With the development of network accessing bandwidth, network service video and audio technology, streaming media technology and other technologies, network communication teaching has been developing rapidly. Advanced network technologies
2、have provided a broader platform for teaching exchanges. It is very meaningful to find a method to introduce the traditional outstanding achievements into network teaching reasonably. This paper focuses on the processes of communication teaching design under the network environment, and discusses ev
3、ery detail aspects of the processes. Key words: Network Communication Teaching； Communication Teaching； Teaching Design I. Determining communication tasks and targets The communication tasks of network communication teaching should satisfy the following conditions: (a) Learners need to make efforts
4、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 2complete the assigned tasks, including intellectual skills, vocabularies, relative information and instructions. (d) Learne
5、rs need to collect and filter, and then reprocess the information to turn it to their own achievements rather than just simply copy and paste while solving certain questions. (e) The results to the questions are not fixed and rigid, which means there are no “standard“ or “correct“ answers. (f) The f
6、inal results should be a product that can be visual or verbal form for learners to select. The targets of network communication teaching could be learning partners, teachers or other cooperative groups. II. Refining teaching themes and defining communication objects For teaching themes of network co
7、mmunication 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 deeply, to stimulate students initiative and enthusiasm in the communication. Communication teaching shoul
8、d focus on whether it is favorable to show, discovery and promote the learners, we can judge its effectiveness by aspects listed below. First of all, 3teaching should promote learners knowledge and ability through a variety of creative activities. Secondly, teaching should establish the subjectivity
9、 of the learner, and give full play to learners individual potential and personality. Communication teaching objects must be emphasized that teaching objects cannot be fully set before teaching. If the “cognitive objects“ can be definitive, “emotional objects” and “operational objects” must be varia
10、ble. Teaching objects should be formed after the whole process of teaching, not before. By doing so, the entire teaching process will be live and vibrant; otherwise, it will be monotonous and mechanical dead. III. Analyzing the characteristics of communication subject Communication teaching should a
11、nalyze the learners 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 learning activities as much as possible. For the active learners, teachers should gu
12、ide them to learn how to think deeply, and gradually improve the quality of the communication. The most effective “communication“ is usually easy to 4achieve in groups which composed by heterogeneous subjects (supplementary personality communication). Therefore, the groups the learners belonged shou
13、ld be deeply analyzed in the process of teaching design. IV. Selecting and designing communication contents A. The contents of communication teaching must accordance with learners characteristics and communicative need. Learners are the objects of communication teaching, communication tasks should a
14、ccordance with learners understanding, knowledge and ability but not too much beyond. In addition, 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 bec
15、ause of the heterogeneity between teachers and students makes the communication teaching to be necessary and valuable, and quality of teaching effectiveness can be determined by the learners activities and its development ultimately. Therefore, equal and cooperative relationship between teachers and
16、 learners, learners and learners has become the premise of effective interaction of teaching. B.The contents of communication teaching must be openness, 5authenticity, complexity and diversity. The content of communication is the common understanding subjects between teachers and learners, it ties m
17、ultiple objects together. Different curricula restrict the activities and the entire process 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. V.
18、 Designing communication contexts Communication teaching holds that communication context is a very important intangible factor. A better context can not only promote the cognitive development of both sides, but also do a great benefit for the emotional and psychological development of both sides. C
19、ommunication teaching should be adopted to create a relaxed and freedom atmosphere and platform, so that there is adequate communication and exchange between teachers and students. The relationship between teachers and students can reach understanding on common issues through mutual dialogue. So the
20、 communication between teachers and learners will be more in-depth, teachers will hand the initiative of learning into the learners. Communication teaching absorbs some relevant views of 6constructivism, which considers every learner has their own experience world, so learners have different underst
21、andings on the same issue, which could be excellent learning resources. As a matter of fact, many complex problems in teaching cannot be afforded by a single person. They must rely on the strength of groups. VI. Designing communication strategies From the view of communicative teaching, the networks
22、 strategy of teaching and learning activities to achieve the development of the student body is mainly reflected in the following four aspects. 1) Democratic communication strategies. (a) Dialogue on an equal footing. Communication is a democratic activity, teachers and learners should establish equ
23、al concept and respect for differences in the teaching process. (b) Environment blends. Communication between 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 evalu
24、ation, comprehensive evaluation of advantages and disadvantages of learners and so on. 2) Interpersonal Communication Strategies. To achieve a harmonious teacher-student interaction and students 7interaction, students are required to have a good spirit of cooperation and capacity contacts to conscio
25、usly develop their own subjectivity, which reflected by the tolerant, multi-communication and the cultivation and improvement of communication skills. 3) Emotional blending strategies. Emotional blend between the teachers and students, which can be established by positive teachers expectations, lear
26、ners successful experience, as well as timely and appropriate encouragement and praises from teachers, is a powerful source to stimulate learners activeness in participating in interactive learning. 4) Cooperative engagement strategies. Generally, cooperation is composed by spontaneous cooperation,
27、institutional cooperation, guidance cooperation, and contractual cooperation. The oldest and most widespread form of cooperation is the spontaneous cooperation or mutual assistance. Latterly, this spontaneous cooperation gradually turned into stable social habit, and then the cooperation had been in
28、stitutionalized. The guidance of cooperation means both sides cooperate and coordinated under positions of authority or a third-party management. Contractual cooperation between individuals or groups formally agreed to cooperate in some way, 8and each others responsibilities clearly defined. The coo
29、peration between teachers and students in the network environment, to some extent, is both institutional cooperation, contractual cooperation, and guidance cooperation. The significance of cooperation is to make the teaching activities carried out smoothly, and the ultimate aim is to promote the dev
30、elopment of each learner. (5)Competitive engagement strategies based on cooperative engagement. (a) Teachers should recognize that the main objects are learners, so that each learner can participate in the teaching-raising activities. (b) Teachers should not only recognize the differences between th
31、e learners, but also to respect differences, so that each learner can play their due role in the common activities. (c) Teachers should provide learners with challenging job, so that learners can complete it by cooperation. (d) Learners should master certain degree of social interaction skills, whic
32、h include using precise language to clearly express their views, listening to others expression patiently, grasping communication topics and so on. VII. Selecting and designing communication medium The medium in this paper mainly refers to the textbooks and cognitive tools for learners to acquire an
33、d process information 9and solve problems on the network platform. 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 fairness, democracy and freedom (shown as figure 1). It provides communica
34、tion subjects with a “public field“, where every subject can express their opinion freely, talk and negotiate rationally and discussing every topic democratically. Each communication subject holds an equal manner to form an open, dynamic and free “ideal place“, in which no one can be a “discourse ov
35、erlord” by a two-way conversation VIII. Evaluating communication teaching. (1)Evaluating pre-learning situation by network questionnaire. Before learning, teachers could design some questionnaires on knowledge and skills that should be mastered by learners to investigate their current situation, inc
36、luding 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 automatically, and then teachers can provide learners with appropriate learning support different activities of t
37、he mandates and recommendations, to 10make learning activities more effective. (2) Evaluating communication and cooperation situation by community score. Learners communication and cooperation situation can be calculated by their post number, reattachment number and highlight post number in the virt
38、ual community. The computer 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 by network log. Network log is just what we called “blog”.
39、With the network log, learners can record some valuable information what they are thinking and feeling in learning activities to facilitate the learning process of learners personal reflection or teachers to track learners study. In addition, teachers can give their guidance and recommendations to h
40、elp learners to amend their errors in time. So that teachers not only be able to make objective and fair assessment for students learning, but also give emotional care to make up the lack of emotional state of students and teachers by separation. (4)Evaluating application and innovation capacity by E-portfolio
