Autonomous-learning-北京外国语大学网络教育学院课件

TheStudyofCollaborative-AutonomousLearningTeachingModeUnderNetworkEnvironment

ZhaoDeyanShenyangNormalUniversityTheStudyofCollaborative-1

Abstract

Withthedevelopmentofinformationtechnology,networkenvironmenthasbecomeveryimportanttolearners’study.Autonomousandcollaborativelearningundernetworkenvironmentwillbecomeindispensablemodes.Thisarticlefirsttalksabouttheconnotationofautonomouslearning,collaborativelearninganddiscussestherelationshipbetweenthem.Itfollowsitsunderlyingtheory-Constructivism.Andthenitanalysestheadvantagesofusingnetworkinassistingcollaborative-autonomouslearning.Next，itsummarizesmyownteachingpractice,thatis,toformacollaborative-autonomouslearningteachingmodeundernetworkenvironment.Finally,thepaperdrawssomeinspirationfromit.Ithinkthismodewillplayaninstructiveroleinforeignlanguageteaching.Keywords:

collaborative-autonomouslearning;virtualonlineclassroom;teachingmode

Abstract

2

1.Introduction

Thedevelopmentofoursocietyandsciencemakesgreaterdemandsonindividuals’learningabilities.Learnersshouldhavenotonlytheabilityoflearningknowledgebutalsothecollaborative

learningcapabilitybasedonteam-work.Nowadaysthecharacteristicsofthenetwork,suchasinteraction,sharingresourcesandvirtualrealityhaveprovidedfavorableconditionsforautonomousandcollaborativelearning.

1.Introduction

3

Inrecentyears,manylinguisticsandinstructorshavedonelotsofresearchonhownetworkassistedautonomouslearningandcollaborativelearningrespectively,however,thestudyconcerningthecombination,thatis,howtomakeuseofnetworkinassistingcollaborative-autonomouslearningstillremainsveryweak.Thus,themosturgenttaskistofindoutanewteachingmodewhichwillbebeneficialtocultivatinglearners’collaborative-autonomouslearningabilities.Autonomous-learning-北京外国语大学网络教育学院课件4

2.Theconnotationsofautonomouslearning,collaborativelearningandtherelationshipbetweenthem

“Autonomouslearning”isindependentlearning.Itisnotonlyalearningprocessbutalsoakindoflearningability.Itisanaloof,criticalrethinkingdecisionandindependentbehavingability(Little,1991).Itconsistsofthefollowingthreeaspects:First,autonomouslearningisapre-planandarrangementtoone’sownlearningactivity.Second,itisthemanagement,monitoring,evaluationandfeedbacktoone’sownlearningactivity.Finally,itistheadjustment,modificationandcontroloverone’sownlearningactivity(Benson,2001；李红美,2004;杨红艳,2006).

2.Theconnotationsofauton5

“Collaborativelearning”isbasedongroups.Itistomaximizeindividuals’andothers’learningachievementsundersomeexcitationmechanisminordertoreachamutualgoal(郑宁国、严月萍，2003；Beatty,2005).Autonomouslearningandcollaborativelearningarecomplementary.Inautonomouslearning,learners’abilitiesofunderstandingandcomprehendingproblemsarelimitedduetotheirownconditionsandlimitedcognitivelevelswhereastheinteractionofcollaborativelearningcanfacilitatelearners’mutualdiscussionandhelpthemtoreachthegoalofsolvingproblems.Thus,wecansayautonomouslearningisthebasisofcollaborativelearningwhilecollaborativelearningistheimprovementandenhancementofautonomouslearning(赵海霞，陈毓超，乐建兵，2004).“Collabora6

3.Theadvantagesofcollaborative-autonomouslearningundernetworkenvironment

Collaborative-autonomouslearningaccordswithConstructivism.AccordingtoConstructivism,knowledgeisnottaught.Itisacquiredbylearnersthroughtheinteractionwithenvironmentandthecollaborationwithothersundersomesituation.Itisconstructedautonomouslyinthelightofone’sownlearningexperienceandsocialpractice.“Situation”,“collaboration”,“conversation”and“meaning-construction”areitsfourkeyelements.Differentlearnerswithdifferentlearningexperiencewillhavedifferenthypothesesandinferencesofsomething.Ontheotherhand,theycanalsoconstructknowledgemutuallythroughinteraction,competition,coordinationandcollaboration(贾瑞凤，王艳，邹劲松，2000；李继颖，张振亭，2001；卢雨菁，李维德，2001；李新国，於函，2006).

3.Theadvantagesofcollabor7

BasedonConstructivism,thecharacteristicsofthe

network’sinteraction,sharingresources,andvirtualrealityareverysuitableforcollaborative-autonomouslearning.First,thenetworksuppliesplentyofauthenticandvariouslanguageresources.Learnerscanprocesstheirknowledgemeaningfullyandindividuallythroughcomputernetwork.Atthesametime,theycanalsointeractwitheachothersynchronouslyandasynchronouslybyusingthemoderninformationtechnology,whichwillbealeapforwardincollaborative-autonomouslearning.Second,asIhaveillustratedbefore,thesharingresourcesaretheguaranteeforcollaborative-autonomouslearning.Finally,virtualrealitycancreateakindoflearningenvironmentasifyouwerepersonallyonthescene.Overall,collaborative-autonomouslearningundernetworkenvironmenthasbrokentheenclosureofthelearningspaceandrealizedthemoreextensiveinteractionbetweenindividualsandgroups(艾修永，2004；张晓莉，郑颖立，冯秀琪，2003).

84.Thecollaborative-autonomouslearningteachingmodeundernetworkenvironment4.1TheteachingtargetStudentsarefromShenyangNormalUniversitytutorialcenterofTheInstituteofOnlineEducationBFSU.ThisisamixedclassinGradeII.Studentsareofdifferentlevels.Someofthemhadgraduatedfromjuniorprofessionalcollegewhentheycamehere.Othershadjustfinishedseniorhighschool.AlthoughtheyhavealreadystudiedinBeiwaiOnlineforacertainperiodoftimeandhavegraspedsomelanguageandautonomouslearningskills,tosomeextent,theyarestillweakinlistening,speaking,readingandwriting,especiallyinspeakingandwriting.SomespeakbrokenEnglish.Othersdonothaveenoughtosayormakemanygrammaticalmistakesintheirwriting.4.Thecollaborative-autonomou9

Consideringthehighdemandsofdistancelearningonlearners’autonomouslearningabilitiesandalsotakingstudents’unevenlevelsintoaccount,weneedtomakesomereformsinourteachingmode,thatistosay,weshouldstrengthencultivatinglearners’collaborative-autonomouslearningcapabilitiesinordertoimprovetheiroveralllevels.Consideringthehighdemand10

4.2Theteachingaimsandmethod

Theteachingaimsandmethodofthisresearcharetoincreasestudents’Englishlevelsonallsidesandraisetheirabilitiesofcross-culturalcommunicationthrough“OralPresentation”inVOC(VirtualOnlineClassroom).4.2Theteachingaimsandm114.3TheteachingproceduresinVOC◆Mixstudentsintofourgroups.Eachgroupismadeupofthreestudentsofdifferentlevels.Andeverygroupwillhaveagroupleader(彭红萍，2004).◆Announcetheaimsandthetaskofthisactivity.EachgroupisaskedtochooseatopictoillustratethedifferencesbetweenBritishandChinesecultureaccordingtoUnit2“CultureShock”in“CrossCulturalCommunication”(顾曰国,2000).

Theyarefreetochoosetheirowntopics,yettherecannotbeanyrepetitionsamongthem.ThentheteacherwillletthemknowthearrangementandthecriteriaoftheassessmentthroughBBS,EmailorQQ.4.3Theteachingproceduresin12

◆

Carryoutthecollaborative-autonomouslearningactivity.Havingdecidedtheirtopics,studentswillgototheinternet,readbooksforsomeinformationandmaketheirCAIcourseware.Duringthistime,theteacherandstudentscanhavemultilayeredcollaborationwitheachotherthroughBBS.Blog,Email,

QQandsoon.

Moreover,theteachershould

monitorandcheckstudents’coursewareuntilitisuptothestandard.Whenthestudentshavefinishedtheircoursewaresuccessfully,theycandotherehearsaloftheiroralpresentationsinroles.◆PresenttheirstudyachievementsinVOC.EachgroupwillpresenthisstudyachievementthroughCAIcoursewareandOralPresentationinVOC.

◆Carryoutthecollaborative13

◆

Givemany-sidedevaluationsofthestudyachievementsofeachgroup.Thiswillincludeaself-evaluationwithinthegroup,theevaluationsamonggroupsandtheteacher’sassessment.Theteacher’sassessmentisnotsimplyastandardanswertothequestion,butitisageneralevaluationtostudents’learningprocess,achievements,theircollaborative-autonomouslearningawarenessandperformance.

◆

Haveaself-examination.

Eachstudentwillbeaskedtowriteanarticleentitled“Whatdidyoulearnfromthisactivity?”andthenhanditinthroughpersonalorpublicEmailaddress.

◆Givemany-sidedevaluations145.Someenlightenmentfromcollaborative-autonomouslearningteachingmodeundernetworkenvironmentFirst,collaborative-autonomouslearningundernetworkenvironmentchangestherolesofteachersandstudentsanditalsodevelopsteachers’leadingrolesandstudents’mainrolestothefull.Ononehand,thisteachingmodemakesteacherschangefromknowledgetransmittersintoteachingdesigners,interestmotivators,activityinstructors,organizers,participatorsandprocessevaluators(周炳兰，刘晓琼，2005；陶竹，2005).Teachersneedtosettheteachingaims,design,organizeandmanagelearners’relevantactivities,whichisinaccordancewithwhatGardener&Miller(1999)

said:“Completeautonomouslearningmightbeanideal.”Astherearesomedifferencesbetweenlearners’autonomy,teachershavetohelpthemtoenhanceitstepbystep.Meanwhile,theyneedtoparticipateequallyintheactivities,evaluateandgivefeedbacktothem.5.Someenlightenmentfromcol15Ontheotherhand,asmentionedbefore,thecharacteristicsofthenetwork’sintelligenceandinteractionmakeitpossibleforlearnerstocontrolandchangeinformation.Thiscanarousetheircreativityandalsoincreasetheirautonomouslearningcapabilities(欧求忠,2004).Inaddition,therichresourcesonthenetworkandmulti-mediaenvironmentprovideimportantconditionsforcollaborative-autonomouslearning,whichcandevelopstudents’mainpartsandcollaborativespirittothefull.Ontheotherhand,asmentione16Second,collaborative-autonomouslearningundernetworkenvironmentcorrespondswiththetrendsintheteachingofmodernforeignlanguages(贾瑞风，王艳，邹劲松，2000).Oneofthereasonsisthatthisteachingmodefocusesonthelearningsubject.Underthismode,theemphasisofteachingandlearningchangesfrom“teaching”to“learning”.Itislearner-centered.Learnerscanchoosewhattolearnandhowtolearnitafterclassaccordingtotheirowntime,levelsandinterest.Inthisway,theycanrealizetheirautonomousandcollaborativelearning.Anotherreasonisthatitemphasizescultivatinglearners’appliedlinguisticabilities.Traditionalteachingwasconfinedtotheteachingofpronunciation,grammarandvocabulary.Second,collaborative-autonomo17

Incontrast,incollaborative-autonomouslearningundernetworkenvironment,studentsgototheInternettolookforsomeinformation,download,editandpresentitorallytothewholeclass.Thus,theycanraisetheirEnglishlevelsinlistening,speaking,reading,writingandtranslationcomprehensively.ThelastreasonisthatstudentsareaskedtoselectmaterialsbasedonBritishculture.Onthenetwork,therearelotsofEnglishlanguagematerialsmuchclosetoourera.Bythismeans,theycannotonlyreinforcetheirunderstandingofthetargetculturebutalsoenhancetheircross-culturalcommunicationabilities(王军，2003；曾宪力，2005).

Incontrast,incollaborat18

Simultaneously,collaborative-autonomouslearningundernetworkenvironmentmakesgreaterdemandsonusinstructors.Asateacher,weshouldhavehigherspecialtyqualificationsandtheabilitiesofdesigningknowledgeanddominatingcoursebooks.Weshouldalsohavenewideology.Moreover,weneedtograspsomebasicknowledgeandthehandlingofmoderntechnology.Furthermore,weshouldalsoknowsometheoryandteachingmethodsofthenetwork.Onlyinthisway,canwefindoutanewnetwork-assistedcollaborative-autonomouslearningteachingmode,whichwillbesuitableforourownteachingcircumstances.

Simultaneously,collabo19

Reference

[1]艾修永.网络环境下的协作式学习[J].山东电大学报，2004，（4）：14-15.

[2]安晓飞，黄志丹.基于网络环境下的协作学习研究[J].沈阳师范大学学报，2003，（10）：287-290.

[3]顾曰国.跨文化交际[M].北京：外语教学与研究出版社,2000.

[4]顾曰国.网络教育初探[M].北京：外语教学与研究出版社,2004.

[5]冯娅.计算机多媒体技术与大学英语教学[J].湖北财经高等专科学校学报，2005，（4）：46-47.

[6]贾瑞凤，王艳，邹劲松.中国计算机辅助教学20年[J].中国电化教育，2000，（8）：5-7.

[7]李红美.网络环境下自主学习模式的探讨[J].电化教育研究，2004，（4）：45-52.

[8]李新国，於函.多媒体网络环境下的大学英语协作学习研究[J].沈阳农业大学学报2006，（9）：541-544.

[9]李继颖，张振亭.关于基于Internet的协作学习环境的构造[J].电话教育研究，2001，（9）：40-46.

[10]刘红梅.计算机网络辅助大学协作阶段实验报告[J].电化教育研究，2004，（2）：61-64.

[11]卢雨菁，李维德.计算机辅助教学的模式和方法[J].社科纵横，2001，（2）：78-80.

[12]欧求忠.略论计算机辅助英语写作教学的优势与不足[J].河南财政税务高等专科学校学报，2004，（10）：59-60.

[13]彭红萍.基于现代教育技术的英语口语教学[J].广东广播电视大学学报，2004，（2）：37-40.

[14]陶竹.论自主学习模式下外语教师的角色[J].扬州大学学报，2005，（9）：90-92.

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[15]王军.多媒体技术辅助外语教学的发展趋势及特点[J].吉林师范大学学报，2003，（8）：89-91.

[16]杨红艳.课堂环境下实施英语自主学习模式探索[J].云南民族大学学报，2006，（5）：144-146.

[17]曾宪力.计算机辅助英语教学（CALL）教学模式[J].湖北广播电视大学学报，2005，（1）：31-32.

[18]张晓莉，郑颖立，冯秀琪.基于网络的协作式学习系统的设计模式[J].中国电化教育，2003，（3）：68-71.

[19]赵海霞，陈毓超，乐建兵.基于网络的协作式自主学习模式研究[J].电化教育研究，2004，（2）:44-47.

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TheStudyofCollaborative-AutonomousLearningTeachingModeUnderNetworkEnvironment

ZhaoDeyanShenyangNormalUniversityTheStudyofCollaborative-22

Abstract

Withthedevelopmentofinformationtechnology,networkenvironmenthasbecomeveryimportanttolearners’study.Autonomousandcollaborativelearningundernetworkenvironmentwillbecomeindispensablemodes.Thisarticlefirsttalksabouttheconnotationofautonomouslearning,collaborativelearninganddiscussestherelationshipbetweenthem.Itfollowsitsunderlyingtheory-Constructivism.Andthenitanalysestheadvantagesofusingnetworkinassistingcollaborative-autonomouslearning.Next，itsummarizesmyownteachingpractice,thatis,toformacollaborative-autonomouslearningteachingmodeundernetworkenvironment.Finally,thepaperdrawssomeinspirationfromit.Ithinkthismodewillplayaninstructiveroleinforeignlanguageteaching.Keywords:

collaborative-autonomouslearning;virtualonlineclassroom;teachingmode

Abstract

23

1.Introduction

Thedevelopmentofoursocietyandsciencemakesgreaterdemandsonindividuals’learningabilities.Learnersshouldhavenotonlytheabilityoflearningknowledgebutalsothecollaborative

learningcapabilitybasedonteam-work.Nowadaysthecharacteristicsofthenetwork,suchasinteraction,sharingresourcesandvirtualrealityhaveprovidedfavorableconditionsforautonomousandcollaborativelearning.

1.Introduction

24

Inrecentyears,manylinguisticsandinstructorshavedonelotsofresearchonhownetworkassistedautonomouslearningandcollaborativelearningrespectively,however,thestudyconcerningthecombination,thatis,howtomakeuseofnetworkinassistingcollaborative-autonomouslearningstillremainsveryweak.Thus,themosturgenttaskistofindoutanewteachingmodewhichwillbebeneficialtocultivatinglearners’collaborative-autonomouslearningabilities.Autonomous-learning-北京外国语大学网络教育学院课件25

2.Theconnotationsofautonomouslearning,collaborativelearningandtherelationshipbetweenthem

“Autonomouslearning”isindependentlearning.Itisnotonlyalearningprocessbutalsoakindoflearningability.Itisanaloof,criticalrethinkingdecisionandindependentbehavingability(Little,1991).Itconsistsofthefollowingthreeaspects:First,autonomouslearningisapre-planandarrangementtoone’sownlearningactivity.Second,itisthemanagement,monitoring,evaluationandfeedbacktoone’sownlearningactivity.Finally,itistheadjustment,modificationandcontroloverone’sownlearningactivity(Benson,2001；李红美,2004;杨红艳,2006).

2.Theconnotationsofauton26

“Collaborativelearning”isbasedongroups.Itistomaximizeindividuals’andothers’learningachievementsundersomeexcitationmechanisminordertoreachamutualgoal(郑宁国、严月萍，2003；Beatty,2005).Autonomouslearningandcollaborativelearningarecomplementary.Inautonomouslearning,learners’abilitiesofunderstandingandcomprehendingproblemsarelimitedduetotheirownconditionsandlimitedcognitivelevelswhereastheinteractionofcollaborativelearningcanfacilitatelearners’mutualdiscussionandhelpthemtoreachthegoalofsolvingproblems.Thus,wecansayautonomouslearningisthebasisofcollaborativelearningwhilecollaborativelearningistheimprovementandenhancementofautonomouslearning(赵海霞，陈毓超，乐建兵，2004).“Collabora27

3.Theadvantagesofcollaborative-autonomouslearningundernetworkenvironment

Collaborative-autonomouslearningaccordswithConstructivism.AccordingtoConstructivism,knowledgeisnottaught.Itisacquiredbylearnersthroughtheinteractionwithenvironmentandthecollaborationwithothersundersomesituation.Itisconstructedautonomouslyinthelightofone’sownlearningexperienceandsocialpractice.“Situation”,“collaboration”,“conversation”and“meaning-construction”areitsfourkeyelements.Differentlearnerswithdifferentlearningexperiencewillhavedifferenthypothesesandinferencesofsomething.Ontheotherhand,theycanalsoconstructknowledgemutuallythroughinteraction,competition,coordinationandcollaboration(贾瑞凤，王艳，邹劲松，2000；李继颖，张振亭，2001；卢雨菁，李维德，2001；李新国，於函，2006).

3.Theadvantagesofcollabor28

BasedonConstructivism,thecharacteristicsofthe

network’sinteraction,sharingresources,andvirtualrealityareverysuitableforcollaborative-autonomouslearning.First,thenetworksuppliesplentyofauthenticandvariouslanguageresources.Learnerscanprocesstheirknowledgemeaningfullyandindividuallythroughcomputernetwork.Atthesametime,theycanalsointeractwitheachothersynchronouslyandasynchronouslybyusingthemoderninformationtechnology,whichwillbealeapforwardincollaborative-autonomouslearning.Second,asIhaveillustratedbefore,thesharingresourcesaretheguaranteeforcollaborative-autonomouslearning.Finally,virtualrealitycancreateakindoflearningenvironmentasifyouwerepersonallyonthescene.Overall,collaborative-autonomouslearningundernetworkenvironmenthasbrokentheenclosureofthelearningspaceandrealizedthemoreextensiveinteractionbetweenindividualsandgroups(艾修永，2004；张晓莉，郑颖立，冯秀琪，2003).

294.Thecollaborative-autonomouslearningteachingmodeundernetworkenvironment4.1TheteachingtargetStudentsarefromShenyangNormalUniversitytutorialcenterofTheInstituteofOnlineEducationBFSU.ThisisamixedclassinGradeII.Studentsareofdifferentlevels.Someofthemhadgraduatedfromjuniorprofessionalcollegewhentheycamehere.Othershadjustfinishedseniorhighschool.AlthoughtheyhavealreadystudiedinBeiwaiOnlineforacertainperiodoftimeandhavegraspedsomelanguageandautonomouslearningskills,tosomeextent,theyarestillweakinlistening,speaking,readingandwriting,especiallyinspeakingandwriting.SomespeakbrokenEnglish.Othersdonothaveenoughtosayormakemanygrammaticalmistakesintheirwriting.4.Thecollaborative-autonomou30

Consideringthehighdemandsofdistancelearningonlearners’autonomouslearningabilitiesandalsotakingstudents’unevenlevelsintoaccount,weneedtomakesomereformsinourteachingmode,thatistosay,weshouldstrengthencultivatinglearners’collaborative-autonomouslearningcapabilitiesinordertoimprovetheiroveralllevels.Consideringthehighdemand31

4.2Theteachingaimsandmethod

Theteachingaimsandmethodofthisresearcharetoincreasestudents’Englishlevelsonallsidesandraisetheirabilitiesofcross-culturalcommunicationthrough“OralPresentation”inVOC(VirtualOnlineClassroom).4.2Theteachingaimsandm324.3TheteachingproceduresinVOC◆Mixstudentsintofourgroups.Eachgroupismadeupofthreestudentsofdifferentlevels.Andeverygroupwillhaveagroupleader(彭红萍，2004).◆Announcetheaimsandthetaskofthisactivity.EachgroupisaskedtochooseatopictoillustratethedifferencesbetweenBritishandChinesecultureaccordingtoUnit2“CultureShock”in“CrossCulturalCommunication”(顾曰国,2000).

Theyarefreetochoosetheirowntopics,yettherecannotbeanyrepetitionsamongthem.ThentheteacherwillletthemknowthearrangementandthecriteriaoftheassessmentthroughBBS,EmailorQQ.4.3Theteachingproceduresin33

◆

Carryoutthecollaborative-autonomouslearningactivity.Havingdecidedtheirtopics,studentswillgototheinternet,readbooksforsomeinformationandmaketheirCAIcourseware.Duringthistime,theteacherandstudentscanhavemultilayeredcollaborationwitheachotherthroughBBS.Blog,Email,

QQandsoon.

Moreover,theteachershould

monitorandcheckstudents’coursewareuntilitisuptothestandard.Whenthestudentshavefinishedtheircoursewaresuccessfully,theycandotherehearsaloftheiroralpresentationsinroles.◆PresenttheirstudyachievementsinVOC.EachgroupwillpresenthisstudyachievementthroughCAIcoursewareandOralPresentationinVOC.

◆Carryoutthecollaborative34

◆

Givemany-sidedevaluationsofthestudyachievementsofeachgroup.Thiswillincludeaself-evaluationwithinthegroup,theevaluationsamonggroupsandtheteacher’sassessment.Theteacher’sassessmentisnotsimplyastandardanswertothequestion,butitisageneralevaluationtostudents’learningprocess,achievements,theircollaborative-autonomouslearningawarenessandperformance.

◆

Haveaself-examination.

Eachstudentwillbeaskedtowriteanarticleentitled“Whatdidyoulearnfromthisactivity?”andthenhanditinthroughpersonalorpublicEmailaddress.

◆Givemany-sidedevaluations355.Someenlightenmentfromcollaborative-autonomouslearningteachingmodeundernetworkenvironmentFirst,collaborative-autonomouslearningundernetworkenvironmentchangestherolesofteachersandstudentsanditalsodevelopsteachers’leadingrolesandstudents’mainrolestothefull.Ononehand,thisteachingmodemakesteacherschangefromknowledgetransmittersintoteachingdesigners,interestmotivators,activityinstructors,organizers,participatorsandprocessevaluators(周炳兰，刘晓琼，2005；陶竹，2005).Teachersneedtosettheteachingaims,design,organizeandmanagelearners’relevantactivities,whichisinaccordancewithwhatGardener&Miller(1999)

said:“Completeautonomouslearningmightbeanideal.”Astherearesomedifferencesbetweenlearners’autonomy,teachershavetohelpthemtoenhanceitstepbystep.Meanwhile,theyneedtoparticipateequallyintheactivities,evaluateandgivefeedbacktothem.5.Someenlightenmentfromcol36Ontheotherhand,asmentionedbefore,thecharacteristicsofthenetwork’sintelligenceandinteractionmakeitpossibleforlearnerstocontrolandchangeinformation.Thiscanarousetheircreativityandalsoincreasetheirautonomouslearningcapabilities(欧求忠,2004).Inaddition,therichresourcesonthenetworkandmulti-mediaenvironmentprovideimportantconditionsforcollaborative-autonomouslearning,whichcandevelopstudents’mainpartsandcollaborativespirittothefull.Ontheotherhand,asmentione37Second,collaborative-autonomouslearningundernetworkenvironmentcorrespondswiththetrendsintheteachingofmodernforeignlanguages(贾瑞风，王艳，邹劲松，2000).Oneofthereasonsisthatthisteachingmodefocusesonthelearningsubject.Underthismode,theemphasisofteachingandlearningchangesfrom“teaching”to“learning”.Itislearner-centered.Learnerscanchoosewhattolearnandhowtolearnitafterclassaccordingtotheirowntime,levelsandinterest.Inthisway,theycanrealizetheirautonomousandcollaborativelearning.Anotherreasonisthatitemphasizescultivatinglearners’appliedlinguisticabilities.Traditionalteachingwasconfinedtotheteachingofpronunciation,grammarandvocabulary.Second,collaborative-autonomo38

Incontrast,incollaborative-autonomouslearningundernetworkenvironment,studentsgototheInternettolookforsomeinformation,download,editandpresentitorallytothewholeclass.Thus,theycanraisetheirEnglishlevelsi