Study Of Communicative Instructional Design Under Network Conditions

At present, theory of communicative instruction has been conductedmuch study in home and abroad. About the meaning, strategy and method ofcommunicative instruction also has been touched under network conditions. But thestudy of communicative instruction design is still rare, and it still remains to be furtherspreaded and deepened. This research is divided into some following parts:In the first part, the causes and ideas of study are discussed. It includes study'sbackground, the raising of questions, the significance and ideas of this study. Standingat an angle of communicative instruction, the paper makes a deep study of onlineinstruction activity proceeding from the integrating of theory with practice. It analysesthe deficiency and cause in current online instruction. And indicates the meaning ofcommunicative instruction theory to online instruction. The discussion ofcommunicative instructional models not only can bring forth new ideas, but also can behelp to design communicative instruction, and so online instruction will take on bettercharacter of communication. Meanwhile, it will promote students' development, such asthe formation of independent thought and open-mindedness, the development ofinvention, the promotion of subject activity, and the cultivation of Cooperative abilityetc..The second part is elementary theory. In this part,The paper interprets theelementary theory of communication and communicative instruction. Meanwhile,itexplores the meaning of communicative instruction under network conditions, andanalyses and elaborates its characteristics. The paper points out that communicativeinstruction under network conditions is a instructive, creative and communicativepractical activity between instruction subjects, or between instruction subjects andenvironment mediated by multi-media information and ethical cultural. Its substance isa purposeful, planned and organized influence each other and interaction by subjectsproduced during network. And how to promote students' corpus development.The third part is the study of communicative instructional design under networkconditions.It includes 2 contents: the designing process and instructional model. Firstly, based on the studies of predecessors, the paper makes a deeper study and argumentationof communicative instruction under network conditions, and gives a designing processof it. The paper points out that the process includes establishing the communicativetheme, expliciting communicative target, analyzing corpus characteristics, choicing anddesigning communicative contents and resources, designing communicative strategies,designing study scenario and providing various designs of evaluation and mediums.And elaborates on each step in the process. There are some new views in analyzingcorpus characteristics, designs of evaluation, and factors to cause communicativeinterference, which fills up a deficiency of predecessors. Secondly, it tries to putforward 3 concrete models of it. They are "communication·exploration·discovery"model, "communication·cooperation" model and model based on humancommunication. Directs at each model, the paper makes a practical process, andelaborate its key steps.In the forth part, 2 designing cases are given, which provides maneuverabilitypropose for students to improve subjective from communicative instruction.The last part is conclusion. It exponds the conclusion, the innovation and thedeficiency of this study. And also points out the direction of following efforts.The paper discusses the designing process of communicative instructional designunder network conditions, exponds its basic steps, and constucts 3 concrete models ofit,They are "communication·exploration·discov ery" model, "communication·coope-ration" model and model based on human communication.