Web-based Language Based Curriculum Research And Practice

Along with the popularization of network technology in elementary and secondary schools in China, the school course of Chinese is more and more closely combined with information technology. Web-based Chinese school course is emerging in China and will be one of the trends of Chinese education reform.Web-based Chinese school course is a practice of teaching reform of Chinese school course guided by the latest curriculum theory, structuralism learning theory, modern scientific methodology and modern media studies. The paper explores the relevant theory and practice in five chapters.Chapter one, ' Web-based Chinese school course construction basis' briefly introduces actual conditions and theoretical basis for the construction of web-based Chinese school course.Chapter Two, ' Exploration of teaching patterns of web-based Chinese school course' explains our ideas about the teaching patterns. Chinese school course and teaching involving network technique can be generally divided into three phrases, namely three types, which is web-aided, web-strengthened and web-based. Web-based Chinese school course is an advanced stage of the integration of information technique and Chinese school course, which is still being researched. We believe that web-based Chinese school course can be grouped into three patterns, that is, ' project research pattern with web as an information tool' , ' classroom teaching pattern in the context of web' , and ' subject study with special network platform' . This paper analyses their significance, values and features respectively, describes their teaching procedures according the author' s teaching experiences, points out major problems in practice existing in the current situations and puts forward some methods for improvement.Reading and writing is an emphasis in Chinese school course teaching, which is also reflected in the classroom teaching of the integration of information technique and Chinese course and web-based Chinese school course. In Chapter three, ' NetworkReading and Writing Teaching' , we focus on the two aspects. The paper introduces the current situation of web reading and writing teaching, presents teaching cases and experiments in the research to illustrate problems and challenges in them and suggests ways for improvement. Also in the chapter, it criticizes ' Four Combinations' which affected Chinese teaching seriously, introduces a case study of American network teaching of reading and writing, which is a valuable reference for the teaching in China.Web-based Chinese school course enlightens classroom teaching and produces new problems we should pay attention to and solve urgently. Chapter Four, ' Classroom control of web-based Chinese school course' , discusses phenomenon of "learning disassociation" in the context of network and course-control policies. The structural characters of web are associative, non-linear and hierarchical. It breaks the limit of time and space for the convenience of self-learning. However, on the other hand, learners are easily lost in it, thus causing a phenomenon of "learning disassociation", Therefore, control for web-based learning is necessary. Such policies as ' separative learning aim and learning-ladder building' , ' embedded question devices and control of learning pace' , ' level separable, subject separable exchange composing and stimulating of learning interests' , ' the assessment system for process and result' are effective strategies for the control of web-based "learning disassociation".Chapter five, ' Web-based Chinese school course construction' discusses two problems: network resources library and course serialization construction, which are key to the development of Web-based Chinese school course construction.Web-based Chinese school course is a newly emerging thing. There are many problems to be studied in theory and many difficulties to be conquered in practice. The subject leaves much for development in both aspects.