作者： 侯志榮、劉輝、劉全明

在數(shù)字智能化時代，英語教學的途徑和效果正經(jīng)歷前所未有的變革。高職英語教學擔當著培養(yǎng)學生國際職業(yè)溝通能力的重任，急需引入信息化教學手段和資源，豐富英語學習的內(nèi)容，調(diào)動學生英語學習的興趣，提升高職學生英語學習的效能。以海量資源和智能分析為核心的信息化教學技術將徹底改變英語教與學的模式，智慧化教學平臺的應用對于豐富學習資源，提高教學互動性，提升學習科學性和實效性將產(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，全面提高學校的信息化教育教學水平，學校適時提出信息化教學理念,倡導在課程教學的全過程發(fā)揮信息化技術的優(yōu)勢，運用豐富媒體資源激發(fā)學生興趣，采用信息化手段突破教學重難點,借助信息化平臺落實過程評價和多元評價。未來要結(jié)合信息化手段，逐步推進線上線下混合式教學試點工作，在保證教學進度和教學質(zhì)量的前提下，因課制宜采取多樣方式，推進和探索信息化教學方法改革，讓課堂革命在我校落地開花。

基于智慧教學平臺推動英語信息化教學。通過智慧教學平臺實現(xiàn)公共英語教學資源的高度共享，為教學、教研提供信息和數(shù)據(jù)支持。 打造基于移動終端的教、學、測、評、練智慧平臺，逐步實現(xiàn)高職英語教與學全過程的信息化轉(zhuǎn)型。支持學生在課前、課中、課后三階段開展個性化自主學習。

課前，教師會使用“北信在線”平臺的“課程資料”模塊，發(fā)布補充資源，用于學生課前自學。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的音視頻資源，這樣學生不僅可以有針對性地開展預習，還可以帶著預設的問題進行課堂學習。

課上，教師會把節(jié)省下來的課前預習時間用于重難點突破、語言輸出教學和疑難解答。教師可以從不同的角度去分析篇章，梳理知識重難點，并針對學生的個性問題，進行深入分析探討。在口語活動課堂，教師可以根據(jù)線上討論篩選學生喜愛的話題設置小組活動，在課上分組展示活動后，全班同學可以通過智慧平臺參與線上投票和留言，對各組表現(xiàn)進行實時評價，通過參與評價來鍛煉學生的批判性思維能力。

課后，任課教師對于主題相關的教學內(nèi)容，會在北信在線網(wǎng)課中向?qū)W生發(fā)布課后學習任務，并通過“成績評定”模塊，以不同比例將學生的各項任務成績納入學期總評成績，有效鼓勵學生參與課后拓展學習。由此，“課前預習-課中面授-課后自學”的混合式教學流程形成緊密閉環(huán)，使學習變得更加緊湊高效。

智慧化教學平臺增加了教學互動性?！氨毙旁诰€”平臺依托互聯(lián)網(wǎng)信息技術和人工智能技術，支持學生通過電腦終端和移動終端自主開展線上學習，同時能綜合運用圖片、音頻、視頻、互動活動等資源豐富課堂，激發(fā)學習興趣，提高學生參與度，實現(xiàn)高職英語課堂學習的實質(zhì)性改革。智慧教學平臺的創(chuàng)建，正在逐步打破傳統(tǒng)的教學模式，讓學生在課前、課中和課后都能實現(xiàn)有效的師生互動和生生互動。

信息化手段的介入增加了教學過程的可控性。通過發(fā)揮現(xiàn)代教育技術的優(yōu)勢，“北信在線”智慧教學平臺以學習者為主體，依據(jù)高職學生認知能力和常識水平，動態(tài)調(diào)整學生英語學習材料的難度和學習進程。教師可實時查看每位學生各項英語學習任務的學習進度和效果，根據(jù)反饋情況教師可以轉(zhuǎn)變教與導的角色，通過交互手段及時幫助學生解答遇到的問題，也可以有的放矢地為學生推送最需要的練習，用來復習與鞏固所學新知。同時借助智慧教學平臺教師能夠最大限度的實行分層教學和個性化教學，真正做到以學生為主體，使得教與導，學與練的銜接更為順暢，英語教學收效更加明顯。

智慧化平臺培養(yǎng)了學生的自主學習意識和策略。作為學習活動的主體，學生自主學習意識的培養(yǎng)是英語學習可持續(xù)發(fā)展的關鍵所在，教師可通過課前資源的推送，激發(fā)學生的學習興趣和自主探究的積極性。課中，教師可以在信息化平臺設置學習活動、路徑和輔助案例，引導學生自主完成知識探究學習。在課后環(huán)節(jié)，教師可以發(fā)布拓展資源和教學視頻，便于學生自己進行知識的查漏補缺和主題作業(yè)的自主探究。同時在信息化學習實踐中，學生的自主學習習慣和方法策略將會有實質(zhì)提升，可持續(xù)學習能力也將極大增強。
英語教師要把線上自主學習和線下面授教學有機結(jié)合起來，把“翻轉(zhuǎn)”帶入課堂，進一步提高學生的英語學習積極性，讓教師的教學過程變得更流暢，讓學生感受到混合式教學的優(yōu)勢，今后還要繼續(xù)豐富預習形式和活動設計，把更多教學活動轉(zhuǎn)到信息化平臺上來以信息化手段提高教學效率，促進學生的全面發(fā)展。

作者簡介：
侯志榮（1982-），男，山西人，碩士，副教授，主要研究方向為英語教學法。
劉輝（1968-），男，河南人，碩士，教授，主要研究方向為信息化教學管理。
劉全明（1966-），男，北京人，碩士，教授，主要研究方向為信息化教學評價。

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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