Rearch and Practice on Blended T eaching Mode of College English
Zheng Zhu
Jinhua Radio and Television University
Abstract: Today, under the background of information age, college English teaching also needs to adapt to the change and development of the times to achieve certain innovation. In the traditional teaching of college English, some college English teachers only complete the teaching work when having class, but do not pay much attention to students’ learning after class, or even ignore it. What’s more, with the teaching method of lecturing, textbooks are usually the single way to adopt in the process of teaching, which can only provide students with very limit help. Therefore, the teaching mode of college English teaching needs to be innovated. Blended teaching mode can be ud to teach and combine online teaching with offline teaching. Therefore, this disrtation puts forward some corresponding suggestions and opinions on the rearch and practice of college English blended teaching mode.
Keywords: College English; Blended teaching; Rearch and practice
DOI: 10.47297/wspiedWSP2516-250019.20210504
1. Introduction
Blended teaching mode is a teaching mode that combines offline teaching and online teaching together. This teaching mode has the advantages of online and offline teaching at the same time. Through absorbing the complementary advantages of the two teaching methods, the quality of teaching can be improved and students’ interest in learning can be cultivated. The application of blended teaching mode in college English teaching also follows the pace of the information age, and is highly consistent with the needs and characteristics of college students. Therefore, college English teachers should try to adopt blended teaching mode in English teaching.
About the author : Zheng Zhu (1975-12), Male, Han nationality, Origin: Yongkang City, Zhejiang Province; Scientific Rearch Office, Title: Senior Lecturer, Master’s Degree, Rearch Direction: English Education.
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2. The Role and Significance of the Application of Blended T eaching Mode in College English
Nowadays, in students’ studies and life, mobile phones, computers and other electronic products have become commonplace, and if you adopt the blended teaching mode in the process of college English teaching, you can make full u of mobile phones, so that students can no longer just u mobile phones to play games, binge-watch TikTok and weibo and other online apps, but can u mobile phones to learn English, especially for learning and improvement of English listening. For students, English listening can be only practiced by listening to the audios played by teachers in class, but now students can u mobile phones to arch for listening audios, music, and videos of all kinds on the internet to train their listening. In addition,with blended teaching, it can also prevent students from having negative learning emotions. When students are tired from offline class, they will be taught online; when students are tired of online teaching, they will be taught offline. So English teaching blended with online teaching and offline teaching will improve the quality and efficiency of English teaching. The advantage of traditional offline teaching lies in the fact that knowledge can be taught by teachers personally, and in-depth analysis and rearch on knowledge content can be conducted, which will increa the depth of teaching. But the shortcomings of traditional offline teaching are also obvious, that is, in lecture-bad teaching, students are easier to be fatigued, thereby interest and enthusiasm for English learning will be reduced. While, the advantage of online teaching is that it allows students to learn English anytime and anywhere, and it
can also teach according to the different needs and interests of different students, and teach in ways that students are more interested in, such as videos and music that students are more interested in. And online teaching can also arch for more resources on the internet to enhance the breadth of English teaching and broaden students’ horizons[2]. And this blended teaching method includes both the advantages of online teaching and offline teaching, so as to absorb the complementary advantages of the two teaching methods and improve the teaching quality.毕业三十年
3. Specific Practical Measures for Using Blended T eaching Mode in College English
孝敬爹妈(1) Updating Teaching Concepts
In order to effectively carry out blended teaching in college English teaching, English teachers should firstly abandon traditional and outdated teaching concepts, updating their teaching concepts. The cond is to ask English teachers to implement the group teaching method in a planned and purpoful way in the process of English teaching, and to teach students in accordance with their
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Rearch and Practice on Blended Teaching Mode of College English aptitude. In addition, students
learning English is not just to complete the teaching requirements of English class. English teachers should help students develop an interest in English learning during the teaching process. When learning English, students can be allowed to watch English movies and English books, and have barrier-free communication with foreigners.
如何插入超链接For example, before officially starting English teaching, English teachers can provide students with a special explanation of the benefits of learning English, and can also play English videos or music to attract students and stimulate students’ interest in English. Then, according to the feedback of different students, the corresponding group teaching method should be formulated. For students who are interested in English, English teachers should continue to maintain the enthusiasm of the students; for students who have a lower interest in English, English teachers should adopt some corresponding measures to improve the enthusiasm and initiative of the students.
老师的座右铭(2) Respecting Students’ Differences and Stimulating Students’ Interest
Every student has different interest, understanding and mastery of English. English teachers should know the different English proficiency of different students so that they can arrange different learning goals and learning requirements for different students. When having blended English teaching, Engli
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sh teacher should also respect the differences of students, and carry out different blended English teaching to different students. What’s more, teachers can’t give preference to a student just becau of a student’s good English performance, let alone ignore a student becau of a poor performance, or even say something mean to him. What English teachers should do it to equally treat every students with care and love, and encourage students to study English harder, earnestly guide students to learn English with patience. For English teachers, they should strengthen communication, understanding and mutual trust with students, teaching bad on the actual learning level of the students, so that every student can be interested in English [3].
For example: When teaching “Lots of Luck” in College English Reading Cour 2, some students have strong English comprehension ability, and they can master the content of the text proficiently after teaching for only once. However, some students have relatively weak comprehension ability. After the teacher explained the article, they still did not understand the content better. At this time, English teachers can adopt a blended teaching method, combining online and offline teaching to guide students who have understood this article to conduct in-depth reading and analysis; for students who do not fully understand this article, instead of scolding or discouraging students, the English teacher should teach them carefully and patiently until they can understand the article well. In this way, with
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the blended teaching method in the process of English teaching, students with higher English proficiency can learn in-depth in offline teaching after class, while students with weak English proficiency can also be effectively improved.
人流有什么危害(3) Constructing an Organically Integrated “Online”—“Offline”Teaching System
The blended teaching mode is to combine online teaching and offline teaching, complementing the advantages of the two, so as to improve the teaching efficiency and teaching quality of college English. Therefore, in order to make full u of the blended teaching model in the college English teaching, it is necessary for college English teachers to construct an organically integrated “online”—“offline” teaching system, and to take care of both at the same time without ignoring either of them. It can’t just focus on online teaching and ignore the offline teaching; also, it can’t focus on offline teaching and ignore the online teaching. College English teachers should formulate a suitable blended teaching plan according to the specific conditions and needs of the students, integrating the two organically, and giving full play to the advantages of the two.
For example: In the teaching process of College English Audiovisual Cour 2, teachers adopt blended teaching. In the cour of offline teaching, listening audio is played for students, allowing students to practice listening, completing the topics in the textbook, and using multimedia in class to play some related videos to the students. While in the process of online teaching, teaching videos of outstanding teachers from other universities can be nt to students to learn, and they some listening materials can be also provided to students. so that students can have sufficient resources for listening training after class. In this way, the English teacher organically integrates “online”—“offline” together to complete audiovisual teaching and improve students’ listening skills.
4. Conclusion
In summary, in order to comply with the development of the current information age and improve the efficiency of college English teaching, college English teachers can adopt blended teaching methods. Combining offline teaching and online teaching through a blended teaching method, and making advantage of the rich English teaching resources on the internet, it not only allows students to learn effectively in class, but also can figure out the knowledge content that don’t understand in class so that students’ learning depth and breadth can be improved, and students’ interest and enthusiasm in English learning can be stimulated.
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