The Realization Of Interactive Learning In College English WebQuest Teaching

Successful web-quest teaching depends on two factors: the teacher and the learners. On one hand, the teacher should take on such responsibilities as problems context creator, guider and promoter. On the other hand, the learning process should be learner-centered, during which they start cooperative learning and inquiry-based learning. Hence, successful teaching needs the efforts from the teacher and the learners. However, through questionnaires and teaching practice, some problems were found in real teaching practice and respective solutions were offered to these problems in order to improve teaching quality.This thesis is divided into four chapters and deals with the following parts respectively:Chapter One discusses the theoretical background knowledge of interactive learning, which supports the teaching design in Chapter Two and the teaching practice in Chapter Three in theory. Constructivism holds the view that the learning process is one during which the learners choose, process and deal with the external information with the help of others, rather than one during which the teacher only imparts the knowledge. The learning process is learner-centered, during which the teacher instructs, directs and promotes learners to help them construct the network of knowledge. There are four factors in the constructivism learning environment: context, dialogue, cooperation and meaning construction. Web-quest teaching is in accordance with this theory. During the teaching process, the process is learner-centered from the beginning to the end. The teacher plays the role of instructor, guider and promoter to help the learners construct the network of meaning. First the teacher creates the problem context, then the learners cooperate by using some resources such as the websites, the library etc. Moreover, cooperative learning theory and inquiry-based learning theory are also introduced here. The accomplishment of learning goals depends on the learners'cooperative learning and inquiry-based learning. The latter can also be called discovery learning, by which the learners can find some problems and seek the solutions to these problems. Chapter Two describes the teaching design of web-quest teaching. Web-quest teaching consists of six sections: introduction, task, resource, process, evaluation and conclusion. In the introduction section, the web-quest topic should comply with the teaching curriculum and teaching goal. A good topic should be based on the analysis of the teaching goal and the analysis of learners (the analysis of the learning style and the analysis of learning preparation). The task here is distinguished from the traditional one in that it is practical, stratifying and open-ended. Therefore the characteristics, classification and process of task are dealt with in detail. The process section is the heart of the whole teaching process, it is one during which the teaching goal and the learning goal are realized, one during which cooperative learning and inquiry-based learning are done, one during which the teacher teaches interactively. The author views this link as the important point and illustrates it in detail. The roles and the teaching strategies of the interactive teacher are also discussed.Chapter Three discusses the teaching practice. During the course of real teaching practice, several problems are found, for instance, a few learners do not have clear purpose during the process of learning, quite a lot find it hard to integrate the cooperative learning and inquiry-based learning, and the evaluation standard is not detailed.Chapter Four discusses the existing problems and respective solutions.