作者： 侯志榮、劉輝、劉全明

在數(shù)字智能化時(shí)代，英語教學(xué)的途徑和效果正經(jīng)歷前所未有的變革。高職英語教學(xué)擔(dān)當(dāng)著培養(yǎng)學(xué)生國際職業(yè)溝通能力的重任，急需引入信息化教學(xué)手段和資源，豐富英語學(xué)習(xí)的內(nèi)容，調(diào)動(dòng)學(xué)生英語學(xué)習(xí)的興趣，提升高職學(xué)生英語學(xué)習(xí)的效能。以海量資源和智能分析為核心的信息化教學(xué)技術(shù)將徹底改變英語教與學(xué)的模式，智慧化教學(xué)平臺(tái)的應(yīng)用對(duì)于豐富學(xué)習(xí)資源，提高教學(xué)互動(dòng)性，提升學(xué)習(xí)科學(xué)性和實(shí)效性將產(chǎn)生重大意義。

為了深入貫徹教育部《教育信息化十年發(fā)展規(guī)劃（2011-2020年）》重要精神，全面提高學(xué)校的信息化教育教學(xué)水平，學(xué)校適時(shí)提出信息化教學(xué)理念,倡導(dǎo)在課程教學(xué)的全過程發(fā)揮信息化技術(shù)的優(yōu)勢(shì)，運(yùn)用豐富媒體資源激發(fā)學(xué)生興趣，采用信息化手段突破教學(xué)重難點(diǎn),借助信息化平臺(tái)落實(shí)過程評(píng)價(jià)和多元評(píng)價(jià)。未來要結(jié)合信息化手段，逐步推進(jìn)線上線下混合式教學(xué)試點(diǎn)工作，在保證教學(xué)進(jìn)度和教學(xué)質(zhì)量的前提下，因課制宜采取多樣方式，推進(jìn)和探索信息化教學(xué)方法改革，讓課堂革命在我校落地開花。

基于智慧教學(xué)平臺(tái)推動(dòng)英語信息化教學(xué)。通過智慧教學(xué)平臺(tái)實(shí)現(xiàn)公共英語教學(xué)資源的高度共享，為教學(xué)、教研提供信息和數(shù)據(jù)支持。 打造基于移動(dòng)終端的教、學(xué)、測(cè)、評(píng)、練智慧平臺(tái)，逐步實(shí)現(xiàn)高職英語教與學(xué)全過程的信息化轉(zhuǎn)型。支持學(xué)生在課前、課中、課后三階段開展個(gè)性化自主學(xué)習(xí)。

課前，教師會(huì)使用“北信在線”平臺(tái)的“課程資料”模塊，發(fā)布補(bǔ)充資源，用于學(xué)生課前自學(xué)。這些資源通常包括背景材料、單詞講解、話題討論和話題相關(guān)的音視頻資源，這樣學(xué)生不僅可以有針對(duì)性地開展預(yù)習(xí)，還可以帶著預(yù)設(shè)的問題進(jìn)行課堂學(xué)習(xí)。

課上，教師會(huì)把節(jié)省下來的課前預(yù)習(xí)時(shí)間用于重難點(diǎn)突破、語言輸出教學(xué)和疑難解答。教師可以從不同的角度去分析篇章，梳理知識(shí)重難點(diǎn)，并針對(duì)學(xué)生的個(gè)性問題，進(jìn)行深入分析探討。在口語活動(dòng)課堂，教師可以根據(jù)線上討論篩選學(xué)生喜愛的話題設(shè)置小組活動(dòng)，在課上分組展示活動(dòng)后，全班同學(xué)可以通過智慧平臺(tái)參與線上投票和留言，對(duì)各組表現(xiàn)進(jìn)行實(shí)時(shí)評(píng)價(jià)，通過參與評(píng)價(jià)來鍛煉學(xué)生的批判性思維能力。

課后，任課教師對(duì)于主題相關(guān)的教學(xué)內(nèi)容，會(huì)在北信在線網(wǎng)課中向?qū)W生發(fā)布課后學(xué)習(xí)任務(wù)，并通過“成績(jī)?cè)u(píng)定”模塊，以不同比例將學(xué)生的各項(xiàng)任務(wù)成績(jī)納入學(xué)期總評(píng)成績(jī)，有效鼓勵(lì)學(xué)生參與課后拓展學(xué)習(xí)。由此，“課前預(yù)習(xí)-課中面授-課后自學(xué)”的混合式教學(xué)流程形成緊密閉環(huán)，使學(xué)習(xí)變得更加緊湊高效。

智慧化教學(xué)平臺(tái)增加了教學(xué)互動(dòng)性?！氨毙旁诰€”平臺(tái)依托互聯(lián)網(wǎng)信息技術(shù)和人工智能技術(shù)，支持學(xué)生通過電腦終端和移動(dòng)終端自主開展線上學(xué)習(xí)，同時(shí)能綜合運(yùn)用圖片、音頻、視頻、互動(dòng)活動(dòng)等資源豐富課堂，激發(fā)學(xué)習(xí)興趣，提高學(xué)生參與度，實(shí)現(xiàn)高職英語課堂學(xué)習(xí)的實(shí)質(zhì)性改革。智慧教學(xué)平臺(tái)的創(chuàng)建，正在逐步打破傳統(tǒng)的教學(xué)模式，讓學(xué)生在課前、課中和課后都能實(shí)現(xiàn)有效的師生互動(dòng)和生生互動(dòng)。

信息化手段的介入增加了教學(xué)過程的可控性。通過發(fā)揮現(xiàn)代教育技術(shù)的優(yōu)勢(shì)，“北信在線”智慧教學(xué)平臺(tái)以學(xué)習(xí)者為主體，依據(jù)高職學(xué)生認(rèn)知能力和常識(shí)水平，動(dòng)態(tài)調(diào)整學(xué)生英語學(xué)習(xí)材料的難度和學(xué)習(xí)進(jìn)程。教師可實(shí)時(shí)查看每位學(xué)生各項(xiàng)英語學(xué)習(xí)任務(wù)的學(xué)習(xí)進(jìn)度和效果，根據(jù)反饋情況教師可以轉(zhuǎn)變教與導(dǎo)的角色，通過交互手段及時(shí)幫助學(xué)生解答遇到的問題，也可以有的放矢地為學(xué)生推送最需要的練習(xí)，用來復(fù)習(xí)與鞏固所學(xué)新知。同時(shí)借助智慧教學(xué)平臺(tái)教師能夠最大限度的實(shí)行分層教學(xué)和個(gè)性化教學(xué)，真正做到以學(xué)生為主體，使得教與導(dǎo)，學(xué)與練的銜接更為順暢，英語教學(xué)收效更加明顯。

智慧化平臺(tái)培養(yǎng)了學(xué)生的自主學(xué)習(xí)意識(shí)和策略。作為學(xué)習(xí)活動(dòng)的主體，學(xué)生自主學(xué)習(xí)意識(shí)的培養(yǎng)是英語學(xué)習(xí)可持續(xù)發(fā)展的關(guān)鍵所在，教師可通過課前資源的推送，激發(fā)學(xué)生的學(xué)習(xí)興趣和自主探究的積極性。課中，教師可以在信息化平臺(tái)設(shè)置學(xué)習(xí)活動(dòng)、路徑和輔助案例，引導(dǎo)學(xué)生自主完成知識(shí)探究學(xué)習(xí)。在課后環(huán)節(jié)，教師可以發(fā)布拓展資源和教學(xué)視頻，便于學(xué)生自己進(jìn)行知識(shí)的查漏補(bǔ)缺和主題作業(yè)的自主探究。同時(shí)在信息化學(xué)習(xí)實(shí)踐中，學(xué)生的自主學(xué)習(xí)習(xí)慣和方法策略將會(huì)有實(shí)質(zhì)提升，可持續(xù)學(xué)習(xí)能力也將極大增強(qiáng)。
英語教師要把線上自主學(xué)習(xí)和線下面授教學(xué)有機(jī)結(jié)合起來，把“翻轉(zhuǎn)”帶入課堂，進(jìn)一步提高學(xué)生的英語學(xué)習(xí)積極性，讓教師的教學(xué)過程變得更流暢，讓學(xué)生感受到混合式教學(xué)的優(yōu)勢(shì)，今后還要繼續(xù)豐富預(yù)習(xí)形式和活動(dòng)設(shè)計(jì)，把更多教學(xué)活動(dòng)轉(zhuǎn)到信息化平臺(tái)上來以信息化手段提高教學(xué)效率，促進(jìn)學(xué)生的全面發(fā)展。

作者簡(jiǎn)介：
侯志榮（1982-），男，山西人，碩士，副教授，主要研究方向?yàn)橛⒄Z教學(xué)法。
劉輝（1968-），男，河南人，碩士，教授，主要研究方向?yàn)樾畔⒒虒W(xué)管理。
劉全明（1966-），男，北京人，碩士，教授，主要研究方向?yàn)樾畔⒒虒W(xué)評(píng)價(jià)。

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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