Abstract.Based on Micro-Blog Task in the learning is a new technology on the teaching mode. through the application of network resources, teaching and learning process design and the learning process monitoring, Teaching practice proves that the model is applied to the cultivation of students" autonomous learning ability and the team cooperation ability and give the students to create an experiential learning process and opportunities.
Key words: micro-Blog; Task in the learning; instructional design; the learning process design
1.Introduction
“Task-based learning” based on the Web-Blog technology refers to the situation that the teachers create a new-type and dynamic and open learning platform for the students based on the Web-Blog technology and its functions. Task-based language learning focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcome rather than on accuracy of language forms. This makes task-based language learning especially popular for developing target language fluency and student confidence. Building the fastest supercomputer has become a source of national pride, as these machines are valued for their ability to solve problems in areas like defence, energy and science. These problems are related to national interests. Supercomputing technology is also found in business. Obviously, research centres with large supercomputers are magnets for top scientific talent. This adds extra significance to the machines. They are more than just huge calculators. China’s new supercomputer will be used to speed up greatly large-scale scientific computations, such as hurricane and tsunami modelling, cancer research, car design and even studying the formation of stars. Modern supercomputers are built by combining thousands of small computer servers and using software to turn them into one large computer. Really, any organization with enough material and technology can create a fast machine. The Chinese system follows that model by linking thousands upon thousands of computer servers. But the secret sauce behind the system ? and the technological achievement. Through this platform, the students are able to make sustainable observance and improvements on such elements as the existing learning process, the learning emotions that this process has concerned the learning environment and the learning motivations and so on. The students are able to acquire knowledge themselves.
2.Basic Characteristics of Task-Based Learning based on Micro-Blog Technology
2.1.The Major Characteristics of the Task-based learning based on the Micro-blog
Micro-blogging is a broadcast medium in the form of blogging. A micro-blog differs from a traditional blog in that its content is typically smaller in both actual and aggregate file size. Micro-blogs allow users to exchange small elements of content such as short sentences, individual images, or video links. As with the traditional blogging, micro bloggers post about topics ranging from the simple. Commercial micro-blogs also exist, to promote websites, services and products, and to promote collaboration within an organization. Some micro-blogging services offer features such as privacy settings, which allow users to control who can read their micro-blogs, or alternative ways of publishing entries besides the web-based interface. These may include text messaging, instant messaging, E-mail, or digital audio. Compared to the traditional task-based learning, the task-based learning based on micro-blog has the following characteristics in addition to the traditional independence and cooperation. They are shown as the followings:
1)Timeliness of the problem-solving
2)The liberty of the interaction process
3)The motivations of networking
2.2.The Major functions of the Task-based learning based on the Micro-blog
1)Motivate the learning motivations and stimulate the learning desires.
2)Create the learning community and cultivate the team awareness
3.Teaching Design of Task-Based Learning based on Micro-Blog Technology
Constructivism is a theory of knowledge that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas. During infancy, it was an interaction between human experiences and their reflexes or behaviour-patterns. Piaget called these systems of knowledge schemata. Constructivism is not a specific pedagogy, although it is often confused with constructivism. The theory of constructivist learning has had wide ranging impact on learning theories and teaching methods in education and is an underlying theme of many education reform movements. Research support for constructivist teaching techniques has been mixed, with some research supporting these techniques and other research contradicting those results.
According to the characteristics of Micro-Blog technology, the teaching activities designed by the teachers shall pay full attention to the application of the network resources, the feedback of learning process and the presentations of the learning activities. Users and organizations can set up their own micro-blogging service: free and open source software is available for this purpose. Hosted micro-blogging platforms are also available for commercial and organizational use. Micro-blogging has the potential to become a new, informal communication medium, especially for collaborative work within organizations. Micro-blogging is therefore expected to improve the social and emotional welfare of the workforce, as well as streamline the information flow within an organization. It can increase opportunities to share information, help realize and utilize expertise within the workforce, and help build and maintain common ground between co-workers. As micro-blogging use continues to grow every year, it is quickly becoming a core component of Enterprise Social Software. According to these characteristics, I have designed the teaching process based on the Web-Blog technology.
3.1. The design of the teaching process
The teachers shall carry out the teaching activities based on the teaching process of Micro-Blog technologies.
Picture 1: the task-based teaching design picture based on Micro-Blog technology
3.2.The design of the teaching process
The task-based learning based on Micro-Blog learning takes cooperation and exploration as the basic learning forms. The major learning process is shown as the followings:
1)Create the scenes: the teacher shall create some activities, which enables the students to be situated in a situation that is consistent to the teaching content in the book. This is the scene creation.
2)Put forward activities. The teachers shall check the daily works of the students and chat with the students occasionally. Through analyzing the teaching targets carefully, put forward a learning task with great attraction.
3)Independent and cooperative learning: E-learning comprises all forms of electronically supported learning and teaching. The information and communication systems, whether networked learning or not, serve as specific media to implement the learning process. The term will still most likely be utilized to reference out-of-classroom and in-classroom educational experiences via technology, even as advances continue in regard to devices and curriculum. E-learning is essentially the computer and network-enabled transfer of skills and knowledge.
4)Classroom discussion learning: In the learning process, students participate and share with the content with the group mates so as to make it perfect and the knowledge that the students learn become much more.
5)Evaluations between the teachers and students: Evaluation is systematic determination of merit, worth, and significance of something or someone using criteria against a set of standards. Evaluation often is used to characterize and apprise subjects of interest in a wide range of human enterprises, including the arts, criminal justice, foundations and non-profit organizations, government and other human services. It can also be summative, drawing lessons from a completed project or an organization that is no longer functioning. Evaluation is inherently a theoretically informed approach, and consequently a definition of evaluation would have been tailored to the theory, approach, needs, purpose and methodology of the evaluation itself. The more the views obtained, the better it can promote the development of the students.
3.3.The strategy design of the process monitoring
In the practice process, I have summarized two links for the management strategies. They are shown as the following:
1)Form management. Form management can be divided into homework management and process management as well.
2)Micro-blog resources management. Teachers can deal with the materials and clear out the useless information so as to get the learning materials related to the learning process and optimize the teaching effect.
4.The Implementation Cases for the Task-based Learning in Teaching based on Micro-Blog Technologies
The core of the lesson is, as the name suggests, the task. All parts of the language used are deemphasized during the activity itself, in order to get students to focus on the task. Although there may be several effective frameworks for creating a task-based learning lesson, here is a rather comprehensive one suggested.
1)Make analysis on the characteristics of the learners and determine the teaching objectives
The teacher will present what will be expected of the students in the task phase. Additionally, the teacher may prime the students with key vocabulary or grammatical constructs, although these will be presented as suggestions and the students would be encouraged to use what they are comfortable with in order to complete the task. Photoshop is a graphics editing program developed and published by Adobe Systems Incorporated.
2)Create the problem scenes
During the task phase, the students perform the task, typically in small groups, although this is dependent on the type of activity. And unless the teacher plays a particular role in the task, then the teacher"s role is typically limited to one of an observer or counsellor. Having completed the task, the students prepare either a written or oral report to present to the class. The instructor takes questions and otherwise simply monitors the students. The students then present this information to the rest of the class. Here the teacher may provide written or oral feedback, as appropriate, and the students observing may do the same.
3)Put forward the tasks
A. Build a group named 2009PS.Organize the web-blog community with both the teachers and the students. The practice stage may be used to cover material mentioned by the teacher in the analysis stage. It is an opportunity for the teacher to emphasize key language. Task-based learning is advantageous to the student because it is more student-centred, allows for more meaningful communication, and often provides for practical extra-linguistic skill building.
B. Group scientifically
Additionally, tasks promote language acquisition through the types of language and interaction they require. Although the teacher may present language in the pre-task, the students are ultimately free to use what grammar constructs and vocabulary they want. This allows them to use all the language they know and are learning, rather than just the target language of the lesson.
C. Determine the tasks and task requirements.
While task-based language learning is increasingly promoted world-wide and has the advantages described above, there are trade-offs and pitfalls to be considered in planning instruction around it.
4)Revise the specifications
These include the risk that students will stay within the narrow confines of familiar words and forms, just getting by, so as to avoid the extra effort and risks of error that accompany stretching to use new words and forms. As with all group work, in group tasks, some students can "hide" and rely on others to do the bulk of the work and learning.
5)The implementation effects
Tasks can also be designed to make certain target forms "task-essential," thus making it communicatively necessary for students to practice using them. In terms of interaction, information gap tasks in particular have been shown to promote negotiation of meaning and output modification.
5.Conclusions
Although Micro-blog is used to stimulate learning interests and change the teaching manner, the learning effect will be lowered if it is not accurately used. The teachers shall be careful when designing tasks and projects.
6.References
[1]Brief introduction to twitter [ol]https://baike.省略/view/843376.html
[2]Sina micro-blog[ol]
[3]Introduction of micro-blog in baidu website [ol]
[4]Zhang yan-qiong． The explorations on the application of micro-blog in the teaching activities [j].modern education technoloyg, 2010, (3):49-51.