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Distance Education Learning Strategy

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					Distance Education Learning Strategy
Distance Education Learning Strategy
   On learning strategy, learning strategy is generally considered to refer to learners to
improve learning effectiveness and efficiency of purposeful, conscious of the learning
process to develop the complex program. Learning strategy is a combination of terms
and learning resources, and distance education learning resources in the major human
and material resources into two parts. Human resources include teachers, students,
families and other members of society; material resources including learning materials
and teaching environment for the majority. Here we are talking about strategy mainly
refers to material resources in the reasonable use of learning strategies.
   First, I summarized what the main use of distance education resources to the
strategy:

   This is the result of literature search, there is so much about strategy, I sum up a bit.
   I think that in designing a distance education platform, the first learning strategy
must be guided, that is against the teaching content to be a guide for learners, the main
objectives of the guidance means (personalized goal setting, teaching the general
objective of setting), the network study guide (a simple platform technology support
resources, introduction) and so on.
   Second, applied to the two main strategies: self-learning strategies and hybrid
learning (including collaborative learning). These two strategies are the most common
distance education strategy is to design distance education platform strategy must be
considered. Combination of rational allocation of material resources, some resources,
independent learning enough, they have to be a teacher some guidance. The
student's own learning resources, we need to analyze the characteristics of
learners, that is the object of teaching a preliminary analysis, at this stage on the
appropriate use of cognitive strategies and metacognitive strategies, even when both
the independent study consider the students of knowledge management,
object-focused teaching strategies (such as: adult learning strategies. for different
objects to choose a reasonable strategy), self-regulation strategies (self-study students
to conduct self-evaluation, self-testing, customized learning pace) and so on.
   Finally, take some resource management assistance, such as time management,
learning environment, maintenance and other support to learners.
   It is developing a distance education platform, in this piece for learning strategies to
consider a general process that may be considered superficial own right, hope is
criticized for correction!
   So so many strategy for how we can better use? This is to analyze specific issues.
   For example: In the remote for the TV students learning English Platform Design
   ?TV students with part-time, distance learning-based, face to face once a week, just
three hours of learning time. Australia-based distance education experts have pointed
out that distance education is characterized by learning behavior and the spatial and
temporal      behavior       of     teachers    on      the   "quasi-permanent
separation." This separation led to a lack of students in the learning process
between teachers and students need, students and interaction among students. Course
design must consider how to compensate for distance learners can not timely access to
teachers, guidance, feedback, flaw, to create the appropriate student-teacher
interaction, between learners and between learners and learning materials, interactive
learning environment.
   In addition, the TV time for students learning English per week, less than 6 hours,
and the lack of large study time. According to internationally renowned experts in
second         language         acquisition         Krashen's           language
"input"           theory,       the       learners     accept      the
"understandable", and "adequate input" is
a necessary condition for language acquisition. Students faced exactly the TV work,
family, learning the multiple responsibilities, a lack of study time for language input.
Therefore, the students are learning and their living Shi Ji Shi Yong English the needs
of the future is to integrate the teaching design must follow the principles; how to
design Xuexirenwu, Lian Xi form so that students per unit time of the study mission
short, easy to operate to facilitate students to become fragmented teaching and
learning, the focus of the design; how to guide students to manage their own, efficient
allocation of resources and time study design is an important part of teaching.
   Targeted tuition, student design
   TV students Student services from two sources: one channel is the curriculum
development to design a "concealed" in the "learning
package" in the Guidance, student content; the other is the central TV
channels and local TV to provide the "foreign set "of academic
services, distance learning support services, management of information agencies,
management consulting and teaching counseling centers to provide face to face
counseling and other forms of support services. The two channels,
"containing" Guidance, the content of a variety of student media
resources are the basis for Open and Distance Running. The reasonableness of the
media surrounding the teaching and learning habits, and guiding the learning of the
students targeted Guidance and student, is teaching design should follow the path.
1, in order to provide students with a variety of media appropriate learning
environment
   Choose to use some kind of media, not the most advanced technology as the
standard, but the theme of "reasonable force" to conduct
integrated design has become a distance education instructional design must comply
with the guidelines. The choice of distance education media, students should consider
the use of "the possibility of fairness, convenience, economy and some
optional" has become a consensus. According to the actual situation in
power students, "English I" of the teaching media identified as
the main material in text-based, text auxiliary materials, audio, video, computer-aided
multi-media courseware secondary organic combination. Design of a variety of media
to follow the teaching of "learner-centered" concept, the design
focus is on how to create a suitable learning environment for learners.
The presentation of text material system, layout design, text, main and auxiliary
materials sought clarifies and meet their reading psychology, to facilitate learning,
students in the learning process to reduce anxiety. For example, in all aspects of
independent learning (learning readiness, perceived language, skills training, review
of the consolidation) and the various learning steps before all the eye-catching logo,
so that students know what the learning task; language knowledge to explain, and
cultural background introduction through different fonts, graphics, color configuration
clearly set out; learning objectives added marginal notes in Chinese, students at a
glance; unit goals and objectives section of spiral, loop-type presentation to facilitate
understanding of key learning points learners to improve learners sense of purpose. In
the layout design is used, the design of auxiliary two-column, full use of auxiliary
field space to provide students with various learning guide activities such as
answering, encourages, learning guidance, dialogue and text notes, etc. in words. This
presentation system in accordance with the characteristics of adult learning and
learning amateur psychology, but also help to improve learning efficiency.
   ?The presentation style on the recording material, breaking the traditional recording
materials in English only dialogue and text recording function. In the recording
materials, it is also designed for students with learning materials, the interaction
between content, including the recording of the speech, students and those who were
controlling the dialogue; recording provides questions for students to make a response
simulated daily communication, to make up for students the lack of real language
learning process communication occasions defect. Taking into account the students
learning the use of fragmented, each unit is equipped with 4-6 different content
listening practice materials, each piece of listening material control within 2 minutes.
   ?Video material set text, images, sounds, performances for the whole show as an
authentic language learners communicative situations, and strengthen language skills
development.
   Outstanding students and computer-aided learning courseware content, students
with "virtual mentor" the interaction between function,
feedback function, focusing on the organic materials and text are the characteristics of
computer-assisted media. The media sub-stand-alone and network version of two
forms, the online edition of the curriculum with web-based, database, e-mail and
many other Forum, highlighting interactivity.
2, to make up for the lack of teacher student interaction defects, so the learning
process a "virtual mentor" go hand in hand
   ?In the "English I" design language teaching materials,
teachers and students to make up for the "quasi-permanent separation of
time and space" for this shortcoming, the main activities of the students in
each course, add a "virtual mentor" participation. Interspersed
in each study section of the "voice of the teacher," learning for
individual teachers to go hand in hand to create a teaching environment, reduce the
student teaching environment as indifference, lack of emotional exchange and prone
to loneliness, closer to the students and the learning psychological distance between
the material; In addition, the "voice of the teacher" will
introduce learners in listening, speaking, reading, writing and teaching links, guide,
help students to learn (knowledge of context to help students sort out the language,
understand and master the learning points) to provide feedback, learning guide.
Through the "virtual mentor" of guiding, simulated face to face
teaching environment for students to create a convenient self-study, easy to get
feedback, develop their potential and appropriate learning environment.
3, to develop students self-learning ability, teaching students "to
learn"
   ?Awareness of autonomous learning and good study habits is the key to ensuring
the quality of learning. The design of teaching materials, self-learning ability was top
priority, to develop independent study programs and the introduction of self-learning
method as an integral part of language teaching materials; to self-learning ability
through self-management, self-restraint implementation and use of self-learning
method possible. "Will learn" English, including a variety of
capacities, one self-management capabilities, to the lack of teacher-student
interpersonal relationships in the case of independent study; second is through a large
number of learning practice, and guide students "realized" out
of character with its own clear Features convenient, efficient and practical methods of
language learning.
   ?(1) students learn self-management
   ?Student study habits is certain situations automatically to a special tendency to
carry out an activity. It is the students learning an automated action. Good study habits
have a positive and negative harmful to the other. According to the questionnaire
survey information, TVU students over the years formed a habit of passive
acceptance-based learning, and in the learning society, a person must establish a study
of consciousness, learning activities on their own decision-making, implementation,
regulation, control evaluation, to achieve the learning objectives. Therefore the text
materials "for use," specifically on self-management,
self-discipline (development, implementation study program), optional learning,
self-feedback,      self-evaluation       of     the    students    in     "self
management" training to ensure full use of learners learning resources, use
for their own learning, according to their own work and life characteristics of flexible
arrangements for learning time and space, a sense of responsibility, strengthen the
consciousness.
   ?(2) teaching students how to "practice" in English, rather
than "study English"
   ?To master the correct way to learn is self-learning. To enable students to learn the
concept of change as quickly as possible, to adapt to an open, independent study
model, and guide students to discard the incorrect learning, in the text materials, video
materials, IP courseware have strengthened the guidance of learning, guide students to
"practice"                 secondary        ,        learning       the
"practice."
   (3) to stimulate learning motivation of students, guiding students
"willing to learn"
   ?Educational Psychology tells us that students have the emotion, emotions directly
affect students in their learning interest and learning. Motivation is the emotional
impact of the important factors in learning. In order to stimulate and maintain student
motivation to learn, curriculum design, full account of student learning time and
energy, using a range of courses in order to obtain practical, interesting.
   ?In order for teaching to meet the cognitive needs of students, "English
I" in accordance with student interest in reading, the main topics related to
the content to life. Functional - ideas for teaching the core curriculum designed to
make all kinds of media learning resources have the following characteristics: a) to
the real everyday language as the main learning content; b) students in the required
language output event, for adequate language input activities; c) learner motivation
through communication excitation; d) presented in a way to screw-type functions,
grammar, culture and so on.
   ?Interesting materials design is also reflected in the arrangement of the text
materials tell a story from the book in the main line that runs through the characters,
video materials in TV series, a workbook in the interesting study of multiple selection,
including radio dramas, humorous stories, riddles and jokes. Interesting design by the
content itself, reducing learning anxiety, improve the learning of enthusiasm, and gear
of learning, emotional, and strengthen the intrinsic motivation to learn English.
   ?Study the rationality of the density and pace of learning is not dampened the
enthusiasm of the key materials of quality evaluation is an important indicator. Taking
into account the varying levels of open education student enrollment, teaching
materials and the design of relatively low starting point. Difficulty was the low
starting point, the incremental ladder steadily. Learning important and difficult to
achieve uniform distribution of time to facilitate students to learn piecemeal, and the
effectiveness of learning gained from the sense, stimulate and maintain confidence in
learning English.
   ?In summary, the "English I" course designed for students
active learning strategy is to create a suitable learning environment: through the
intensification of subjective consciousness and guide students to make full use of
learning resources and learning; fun inspired by teaching their own intrinsic
motivation to learn; learning objectives and by improving the relevance of learning
needs, mobilize the enthusiasm of students; through the guidance of learning to
improve learning efficiency.
?
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