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1. Network
2. Distance
3. Available
4. effective
5. Communication
6. discussion groups
7. computer-aided instruction
8. hybrid courses
9. leading classes
10. He noted a strong sense of community in an online course he once took. He said the students worked together on a project while living on four continents.
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1. available adj. ¿ÉÓõģ¬ÏֳɿÉʹÓõģ¬¿ÉµÃµ½µÄ£¬¿É»ñµÃµÄ
Àý¾ä£ºThe season ticket is available for three months.
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2. lecture n. £¨Í¨³£Ö¸´óѧÀïµÄ£©½²×ù£¬½²¿Î£¬Ñݽ²
Àý¾ä£ºI take it as a pleasure to attend your lecture.
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3. present adj. ³öϯµÄ, µ½³¡µÄ
Àý¾ä£ºHow many of the group are present today?
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4. discipline n. ѧ¿Æ
Àý¾ä£ºMathematics and physics are related disciplines.
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5. approach n. ·½·¨£¬·½Ê½£»ÊֶΣ»²½Ö裻̬¶È
Àý¾ä£ºHis approaches to the problem are wrong.
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6. instruction n. ½²ÊÚ, Ö¸µ¼, ½Ìѧ
Àý¾ä£ºI anticipate deriving much instruction from the lecture.
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7. assignment n. (¿ÎÍâ)×÷Òµ,¹¦¿Î
Àý¾ä£ºThe English assignment is a book report.
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8. attempt vt. ÊÔͼ; ³¢ÊÔ
Àý¾ä£ºHe attempted to get in touch with them but without success.
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9. note vt. Ìáµ½,Ö¸Ã÷
Àý¾ä£ºHe noted the importance of the problem in his lecture.
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10. replicate vt.¸´ÖÆ;Öظ´
Àý¾ä£ºThe chameleon's skin replicates the pattern of its surroundings.
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1. Tens of thousands, or even more, people can take these classes all at once.
at onceÁ¢¿Ì,Á¢¼´,ÂíÉÏ
Àý¾ä£ºI'm leaving for Rome at once.
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2. MOOCs add to a tradition of what is known as distance learning.
be known as±»ÈÏΪÊÇ
Àý¾ä£ºRadio, television, newspapers and magazines are known as the mass media.
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3. There are parts that will be fine, insofar as mostly when students listen to a lecture, there is no special reason why they need to be physically present to hear and get it.
insofar asÖÁÓÚ£¬¾Í...
Àý¾ä£ºInsofar as I can say now, I shall come
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4. He says two ways to deal with this are by adding more teachers and setting up online discussion groups.
deal withÓ¦¸¶, ´¦Àí; ¶Ô´ý
Àý¾ä£ºHe must deal with many difficulties.
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set up½¨Á¢£¬½¨Ôì, ´´Á¢, ÊúÁ¢
Àý¾ä£ºPlenty of foreign firms have set up factories here.
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5. She describes hybrids as mixing face-to-face course elements with computer-aided teaching and writing projects.
describe asÃèÊöΪ
Àý¾ä£ºI should describe the attempt as a failure.
ÎÒÈÏΪÕâ´Î³¢ÊÔʧ°ÜÁË¡£
mix with (ʹ)Ó롻졲½á¡³ºÏ
Àý¾ä£ºWe must mix work with adequate rest.
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Last week, we talked about Massive Open Online Courses, also called MOOCs. Tens of thousands, or even more, people can take these classes all at once. You can be anywhere in the world to take a MOOC. All you need is a computer and a network connection.
ÉÏÖÜ£¬ÎÒÃÇÌÖÂÛÁË´ó¹æÄ£ÍøÂ翪·Å¿Î³Ì£¬Ò²±»³ÆΪMOOCs¡£ÊýÍò£¬ÉõÖÁ¸ü¶àµÄÈË£¬¿ÉÒÔͬʱʹÓÃËùÓÐÕâЩ¿Î³Ì¡£Äã¿ÉÒÔÔÚÊÀ½çÉÏÈκεط½²Î¼ÓÍøÂ翪·Å¿Î³Ì£¬ÄãËùÐèÒªµÄÖ»ÊÇһ̨µçÄÔºÍÍøÂçÁ¬½Ó¡£
MOOCs add to a tradition of what is known as distance learning. For years, many colleges have offered classes that are taught partly or mostly online. MOOCs are available in subjects like computer science, engineering or mechanics. Can MOOCs in subjects like arts or the humanities be as effective?
MOOCs³ÉΪÁË´«Í³Ô¶³Ì½ÌÓýµÄÒ»¸ö²¹³ä¡£¶àÄêÀ´£¬Ðí¶à¸ßУÒѾÌṩ²¿·Ö»ò´ó²¿·ÖÊÇÍøÂç½Ìѧ¿Î³Ì¡£MOOCsÒѾÌṩÁ˼ÆËã»ú¿Æѧ¡¢¹¤³Ì»òÁ¦Ñ§µÈѧ¿Æ¡£MOOCs¿ÉÒÔÔÚÀàËÆÒÕÊõ¡¢ÈËÎĵÈѧ¿ÆÉÏÐÐÖ®ÓÐЧÂð£¿
Scott Anderson teaches philosophy at the University of British Columbia in Canada. He sees both good and bad sides to MOOCs.
Scott AndersonÔÚ¼ÓÄôó²»Áе߸çÂ×±ÈÑÇ´óѧ½ÌÕÜѧ¡£ËûÈÏΪMOOCs¼ÈÓкõÄÒ»Ã棬ҲÓлµµÄÒ»Ãæ¡£
SCOTT ANDERSON: ¡°There are parts that will be fine, insofar as mostly when students listen to a lecture, there is no special reason why they need to be physically present to hear and get it. There is certainly no reason why they need to be physically present to get the readings and to think about these things.¡±
SCOTT ANDERSON£º¡°ÓÐһЩºÃµÄ·½Ã棬µ±Ñ§ÉúÌýÒ»³¡±¨¸æʱ£¬ÔÚ¶àÊýÇé¿öÏ£¬²¢Ã»ÓÐÈÃËûÃDZØÐëÇ××Ôµ½ÏÖ³¡ÌýµÄÌØÊâÔÒò¡£µ±È»£¬Ò²Ã»ÓÐÈÃËûÃDZØÐëÇ××Ôµ½ÏÖ³¡»ñµÃÔĶÁ²ÄÁϲ¢Ë¼¿¼ÕâЩµÄÀíÓÉ¡£¡±
Mr. Anderson says increased numbers of students in MOOCs can mean less communication between them and teachers. He says two ways to deal with this are by adding more teachers and setting up online discussion groups.
AndersonÏÈÉú˵£¬MOOCsµÄѧÉúÈËÊýÔÚÔö¼Ó£¬Õâ¿ÉÄÜÒâζ×ÅËûÃÇÓëÀÏʦ֮¼ä¹µÍ¨µÄ¼õÉÙ¡£Ëû˵£¬ÓÐÁ½ÖÖ·½·¨¿ÉÒÔÓ¦¶Ô£ºÔö¼Ó¸ü¶àµÄ½ÌʦºÍÉèÁ¢ÍøÉÏÌÖÂÛС×é¡£
Lisa Jadwin teaches English and American literature and writing at St. John Fisher College in New York. She says online education has some weaknesses for her subjects.
Lisa JadwinÔÚŦԼʥԼº²·ÑÉá¶ûѧԺ½ÌÓ¢Óï¡¢ÃÀ¹úÎÄѧÓëд×÷¡£Ëý˵£¬ÍøÂç½ÌÓýÔÚËýËù½ÌµÄ¿ÆÄ¿ÉÏ´æÔÚһЩÈõµã¡£
LISA JADWIN: ¡°What's lost in online education is face-to-face interaction. And the teaching of literature is an interactive face-to-face discipline. And that old-fashioned approach is not going to be unseated very quickly by computer-aided instruction.¡±
LISA JADWIN£º¡°ÍøÂç½ÌÓýʧȥÁËÃæ¶ÔÃæ½»Á÷µÄ»ú»á¡£ÎÄѧµÄ½Ìѧ¾ÍÊÇÒ»ÖÖÃæ¶ÔÃ滥¶¯µÄ¹ý³Ì¡£ÕâÖÖ´«Í³·½Ê½²»»á±»¼ÆËã»ú¸¨Öú½ÌѧËùÈ¡´ú¡£¡±
Professor Jadwin says some students could learn very well from talks and reading assignments, blogs and discussion groups. But she believes that hybrid courses work best. She describes hybrids as mixing face-to-face course elements with computer-aided teaching and writing projects.
Jadwin½ÌÊڳƣ¬Ò»Ð©Ñ§Éúͨ¹ý½²×ù¡¢ÔĶÁ×÷Òµ¡¢²©¿ÍÒÔ¼°ÌÖÂÛ×é¾ÍÄÜѧµÃºÜºÃ¡£µ«ËýÈÏΪ£¬×ۺϿγ̵ÄЧ¹û¸üºÃ¡£ËýËù˵µÄ×ÛºÏÊÇÖ¸°ÑÃæ¶ÔÃæ¿Î³ÌÔªËØͬ¼ÆËã»ú¸¨Öú½ÌѧºÍд×÷ÏîÄ¿½áºÏÆðÀ´¡£
Bill Pogue teaches communications at the University of Houston-Downtown. He says that after leading classes for more than thirty years, he would not attempt to teach a MOOC. However, Mr. Pogue sees good value in online education. He noted a strong sense of community in an online course he once took. He said the students worked together on a project while living on four continents.
Bill PogueÔÚÐÞ˹¶Ù´óѧ³ÇÖÐУÇø½Ì´«²¥Ñ§¡£Ëû˵£¬ÔÚ½ÌÁË30¶àÄê¿Î³ÌÖ®ºó£¬Ëû²»»á³¢ÊÔ½ÌMOOC¡£È»¶ø£¬PogueÏÈÉúÈÏΪÍøÂç½ÌÓý¾ßÓÐÁ¼ºÃ¼ÛÖµ¡£ËûÖ¸³ö£¬ËûÔø¾²Î¼Ó¹ýµÄÒ»¸öÍøÂç¿Î³ÌµÄÇ¿ÁÒ¹éÊô¸Ð¡£Ëû˵£¬¾ÓסÔÚËÄ´óÖÞµÄѧÉúÃÇ¿ÉÒÔÔÚÒ»¸öÏîÄ¿ÉϺÏ×÷¡£
BILL POGUE: ¡°I just thought that was really exciting, would hardly be able eve to be replicated in a single, traditional classroom or face-to-face setting.¡±
BILL POGUE£º¡°ÎÒÖ»ÊÇÈÏΪÕâÊǷdz£¼¤¶¯ÈËÐĵģ¬ËüÔÚµ¥Ò»µÄ´«Í³¿ÎÌûòÃæ¶ÔÃæģʽÏÂÊǺÜÄѸ´ÖƵġ£¡± |
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