迎接英语教学的“智”变

作者： 侯志荣、刘辉、刘全明

在数字智能化时代，英语教学的途径和效果正经历前所未有的变革。高职英语教学担当着培养学生国际职业沟通能力的重任，急需引入信息化教学手段和资源，丰富英语学习的内容，调动学生英语学习的兴趣，提升高职学生英语学习的效能。以海量资源和智能分析为核心的信息化教学技术将彻底改变英语教与学的模式，智慧化教学平台的应用对于丰富学习资源，提高教学互动性，提升学习科学性和实效性将产生重大意义。

为了深入贯彻教育部《教育信息化十年发展规划（2011-2020年）》重要精神，全面提高学校的信息化教育教学水平，学校适时提出信息化教学理念,倡导在课程教学的全过程发挥信息化技术的优势，运用丰富媒体资源激发学生兴趣，采用信息化手段突破教学重难点,借助信息化平台落实过程评价和多元评价。未来要结合信息化手段，逐步推进线上线下混合式教学试点工作，在保证教学进度和教学质量的前提下，因课制宜采取多样方式，推进和探索信息化教学方法改革，让课堂革命在我校落地开花。

基于智慧教学平台推动英语信息化教学。通过智慧教学平台实现公共英语教学资源的高度共享，为教学、教研提供信息和数据支持。 打造基于移动终端的教、学、测、评、练智慧平台，逐步实现高职英语教与学全过程的信息化转型。支持学生在课前、课中、课后三阶段开展个性化自主学习。

课前，教师会使用“北信在线”平台的“课程资料”模块，发布补充资源，用于学生课前自学。这些资源通常包括背景材料、单词讲解、话题讨论和话题相关的音视频资源，这样学生不仅可以有针对性地开展预习，还可以带着预设的问题进行课堂学习。

课上，教师会把节省下来的课前预习时间用于重难点突破、语言输出教学和疑难解答。教师可以从不同的角度去分析篇章，梳理知识重难点，并针对学生的个性问题，进行深入分析探讨。在口语活动课堂，教师可以根据线上讨论筛选学生喜爱的话题设置小组活动，在课上分组展示活动后，全班同学可以通过智慧平台参与线上投票和留言，对各组表现进行实时评价，通过参与评价来锻炼学生的批判性思维能力。

课后，任课教师对于主题相关的教学内容，会在北信在线网课中向学生发布课后学习任务，并通过“成绩评定”模块，以不同比例将学生的各项任务成绩纳入学期总评成绩，有效鼓励学生参与课后拓展学习。由此，“课前预习-课中面授-课后自学”的混合式教学流程形成紧密闭环，使学习变得更加紧凑高效。

智慧化教学平台增加了教学互动性。“北信在线”平台依托互联网信息技术和人工智能技术，支持学生通过电脑终端和移动终端自主开展线上学习，同时能综合运用图片、音频、视频、互动活动等资源丰富课堂，激发学习兴趣，提高学生参与度，实现高职英语课堂学习的实质性改革。智慧教学平台的创建，正在逐步打破传统的教学模式，让学生在课前、课中和课后都能实现有效的师生互动和生生互动。

信息化手段的介入增加了教学过程的可控性。通过发挥现代教育技术的优势，“北信在线”智慧教学平台以学习者为主体，依据高职学生认知能力和常识水平，动态调整学生英语学习材料的难度和学习进程。教师可实时查看每位学生各项英语学习任务的学习进度和效果，根据反馈情况教师可以转变教与导的角色，通过交互手段及时帮助学生解答遇到的问题，也可以有的放矢地为学生推送最需要的练习，用来复习与巩固所学新知。同时借助智慧教学平台教师能够最大限度的实行分层教学和个性化教学，真正做到以学生为主体，使得教与导，学与练的衔接更为顺畅，英语教学收效更加明显。

智慧化平台培养了学生的自主学习意识和策略。作为学习活动的主体，学生自主学习意识的培养是英语学习可持续发展的关键所在，教师可通过课前资源的推送，激发学生的学习兴趣和自主探究的积极性。课中，教师可以在信息化平台设置学习活动、路径和辅助案例，引导学生自主完成知识探究学习。在课后环节，教师可以发布拓展资源和教学视频，便于学生自己进行知识的查漏补缺和主题作业的自主探究。同时在信息化学习实践中，学生的自主学习习惯和方法策略将会有实质提升，可持续学习能力也将极大增强。
英语教师要把线上自主学习和线下面授教学有机结合起来，把“翻转”带入课堂，进一步提高学生的英语学习积极性，让教师的教学过程变得更流畅，让学生感受到混合式教学的优势，今后还要继续丰富预习形式和活动设计，把更多教学活动转到信息化平台上来以信息化手段提高教学效率，促进学生的全面发展。

作者简介：
侯志荣（1982-），男，山西人，硕士，副教授，主要研究方向为英语教学法。
刘辉（1968-），男，河南人，硕士，教授，主要研究方向为信息化教学管理。
刘全明（1966-），男，北京人，硕士，教授，主要研究方向为信息化教学评价。

Meet the "smart" change in English teaching

By HOU ZHIRONG, LIU HUI, LIU QUANMING in Beijing

In the era of digital intelligence, the approaches and effects of English teaching are undergoing unprecedented changes. Higher vocational English teaching plays an important role in cultivating students’ international professional communication skills. It is urgent to introduce information-based teaching methods and resources to enrich the content of English learning and mobilize students’ interest in English learning. In addition, it can enhance the effectiveness of higher vocational students’ English learning. Informatization teaching technology featured by massive resources and intelligent analysis will completely change the mode of English teaching and learning. The application of intelligent teaching platform will be of great significance for enriching learning resources, improving teaching interaction, and enhancing the scientificity and effectiveness of learning. 

In order to thoroughly implement the spirit of the Ministry of Education’s Ten-Year Development Plan for Informatization of Education (2011-2020) and comprehensively improve the school’s informatization education and teaching level, our school puts forward the concept of informatization teaching. It advocates the use of information technology throughout the course of teaching, the use of rich media resources to stimulate students’ interest, the use of information technology to break through the key and difficult points of teaching, and the use of information platform to implement process evaluations and multiple evaluations. In future, it is necessary to adopt informatization methods to online and offline hybrid teaching. Under the premise of ensuring teaching progress and teaching quality, teachers can adopt various methods according to the course conditions, promote and explore the reform of informatization teaching methods, and let the classroom revolution bloom in our school.

With the help of smart teaching platform, teachers can realize the high degree of sharing in public English teaching resources. The platform can provide information and data support for teaching and research.

Building a smart platform for teaching, learning, testing, evaluation, and practice based on mobile terminals, and constructing the informatization transformation of the whole process of higher vocational English teaching and learning have been an obvious tendency. Students can make personalized and autonomous learning in three stages: before class, during class, and after class.

Before class, teachers will use the Online Platform to publish supplementary resources for students to study themselves. These resources usually include background materials, vocabulary explanations, topic discussions and topic-related audio and video resources, so that students can not only carry out targeted previews, but also carry out classroom learning with preset questions.

In class, teachers will use the saved pre-class preview time for breakthroughs in key and difficult points, language output teaching and troubleshooting. Teachers can analyze the text from different angles, sort out the important and difficult points of knowledge, and conduct in-depth analysis and discussion on students' specific problems. In the oral activity class, teachers can set up group activities based on online discussions and select students’ favorite topics. After group presentations, the whole class can participate in online voting and leave messages through the smart platform, and evaluate the performance of each group in real time. Meanwhile, participating in evaluation can enhance students' critical thinking skills.

After class, teachers will release thematic assignments to students in form of learning tasks through the online platform. By the "Achievement Evaluation" module, students' performances of various tasks will be included in the semester's overall evaluation scores in proportion, which can effectively encourage students to participate in after-class activities. As a result, the hybrid teaching process of "pre-class preview-face-to-face teaching in class-self-study after class" forms a close closed loop, making English learning more compact and efficient.

The intelligent teaching platform can effectively increase teaching interaction. Relying on Internet information technology and artificial intelligence technology, online platform supports students to carry out online learning through computer terminals and mobile terminals. At the same time, it can comprehensively use pictures, audio, video, interactive activities and other resources to enrich the classroom, stimulate learning interest, and increase student participation degree, and realize the substantial reform of English learning in higher vocational colleges. The creation of the smart teaching platform is gradually breaking the traditional teaching mode, allowing students to achieve effective teacher-student interaction and student-student interaction before, during and after class.

The intervention of information technology can increase the controllability of the teaching process. By leveraging the advantages of modern educational technology, the online smart teaching platform takes learners as the main body, and it can dynamically adjusts the materials and learning process based on students' cognitive ability and learning foundation. Teachers can view the progress and effects of each student in real time. According to the feedback, teachers can change the ways of teaching and guidance, help students solve problems they encounter in time through interactive means, and target the best for students. At the same time, with the help of the smart teaching platform, teachers can implement hierarchical teaching and individualized teaching to the greatest extent, It can make the connection between teaching and guidance, learning and practice smoother, and the effect of English teaching more obvious.

Teachers can cultivate students' autonomous learning awareness and strategies through smart platforms. As the main body of learning activities, cultivation of students' autonomous learning consciousness is the key to the sustainable development of English learning. Teachers can stimulate students' interest and enthusiasm of autonomous exploration through pre-class resources. In the class, teachers can set up learning activities, paths and auxiliary cases on the information platform to guide students to complete knowledge exploration on their own. In the after-class session, teachers can publish expanded resources and teaching videos to facilitate students' self-checking and self-inquiry of topic assignments. At the same time, in the practice of informatization learning, students' autonomous learning habits and strategies will be substantially improved, and the ability of sustainable learning will also be enhanced.

English teachers hope that they combine online self-directed learning with offline teaching. Students' English learning enthusiasm will be significantly improved and students can enjoy the advantages of blended teaching. In future, teachers will continue to enrich the preview form and activity design, and transfer more teaching activities to the information platform to improve teaching efficiency and promote the all-round development of students.

About the authors:

Hou Zhirong (1982-), male, from Shanxi Province, master, associate professor, mainly engaged in the study of English teaching methods.

Liu Hui (1968-), male, from Henan Province, master, professor, mainly engaged in the study of informatization teaching management.

Liu Quanming (1966-), male, from Beijing, master, professor, mainly engaged in the study of informatization teaching evaluation.

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