The Experience of a New and Fashionable Chinese Blue Ink network Class

Siyu+Miao++Xuemei+Guo

【Abstract】This paper introduces a new and fashionable network class platform in China in this year. Many teachers in the university of China have been using this APP which named “Blue Ink Network Class” to open a network class in order to assist with the classroom activities and keep a record of students learning behaviors in and after class as a reference of the processing assessment. The “Blue Ink Network Class ” is a network platform which promotes mobile instant interactive teaching， and it supports web version and app version of mobile phone. The biggest advantage of this platform is that it can realize the instant classroom interaction and mobile learning everywhere， and records all the students' learning behaviors， such similar participation behaviors as downloads， discussing， and the completion of the assignments and the like. Students can get some experience and charisma through participation in classroom activities and downloading class data.Teachers can evaluate students ordinary performance at the end of the semester through “Blue Ink Network Class ” ， which platform can be used to make a judgment of the students presentation referring to the students experience in the usage of the “network class”.

【Key words】Blue Ink； network Class； mobile learning； interactive learning

With the rapid development of information technology， the Internet has entered all walks of life. The education sector has also begun to explore the Internet education mode. There is no doubt that now 90 students are growing in the Internet era， who grew up playing with intelligent mobile phone.The way of obtaining the knowledge for students is increasingly dependent on the network. Therefore， in the traditional classroom， the mobile phone management becomes a problem of education workers troublesome. Many students play with mobile phones in their most of the time in addition to sleep. If we still use the traditional chalk， a blackboard teaching， or by ordinary multimedia and PPT， these knowledge has been unable to meet the needs of our students. Therefore， this paper aims to explore and introduce a new modern teaching mode for education under the environment of Internet， and tries to carry out a mobile learning effectively by using network platform and intelligent mobile phone， and meanwhile improves the students Learning interest to achieve a win-win situation for teachers and students through optimizing teaching resources.

1. The first experience of the “Blue Ink Network Class ”

How to make the college English classroom “l(fā)ive”？ How to make students “play”well with mobile phone and other mobile devices to achieve active learning？ This is one of the main problems of the teachers that need to solve in the “Internet” background， as well as the key point of this paper. The following describes the use of “Blue Ink Network Class” from the following two parts.

The main interface of “Blue Ink Network Class” platform designs five functions（as shown below）： Ballot/Questionnaire， Brainstorming， Question Time/Discussion， Test， and Assignment/Group Work. At present， each activity has been tried by the project team：

1.1 “Brainstorming” Function

In “Brainstorming” function，students can speak freely on a particular topic，but they can not see others discussions and comments . Only when the teacher close the activity， can students see other peoples views， and teachers can click on the “Praise” button to add some students experience who have good discussions or comments. After students see others comments and learn from each other， teachers can restart the same activities and let the students revise their second round of discussions and comments.In a word，this function can cultivate students' ability of independent thinking， and this brainstorming activity can be used before-class preparation， classroom discussion and after- class extending discussion.

1.2 “Test” Function

Any test content can designed in the “Test” function， such as the key point of each class knowledge， self-study test before and after class and so on. In the test， the system can record the students' test time，accuracy and ratings. Teachers can see the “statistical analysis” after students finish the text， explain the errors and specify some students to retest. This function can be performed with the classroom test and the quiz after class， which makes immediate feedback about classroom content learning available.

1.3 “Group” Function

Teachers divide the student into several groups in class or after class to do the grouping task， and let students imitatively make a mutual evaluation to each other through this platform， which can boost students sense of participation and sense of achievement. This paper mainly adopts group-dividing in class because the university is the implementation of credits system for the class， and students are in different majors and different departments， so grouping in class is time-saving. After the group work， when the assignment is submitted， the system may make preferred default submission of the group representatives or the last submission.Thats to say， the former submission will be covered by the followed in the group work submission. If the group work need everyone to submit a comment of the content， the teacher must let the members of the group submit one by one so that it will not prompt coverage.

1.4 “Question Time /Discussion”function

①“Discuss” Function： This function is used for the students for discussing a topic ， but its difference from the “brainstorming” discussion.When the topic is discussed， everyone can see all the contents of the discussion among the students. In the “brainstorming” discussion，only the teachers can see the content of the discussion， and when teachers submit evaluation or close activities， other students can see the discussion. Therefore， the teachers usually like to use this function to facilitate the discussion in class in order to stimulate mutual inspiration and adjust the classroom atmosphere.In the practical teaching， most of the students enjoy this instant and interactive discussion.

②Question Time：

This function appears when students long press the speech of others. If the students do not see the former speech，students can click on the button named History， and the system renew the information every 15 minutes. In the button named History it includes button Record， both teachers and students can enter the answer library and give answers to the questions. When designing the activities ， teachers can disable audio. After finishing the activity ， teacher can also obtain complete data which can be download from the platform. This function is easy for students to raise doubts and get responses or answers.

1.5 “Assignment” Function （as shown below）

This network class can achieve rapid assignment submission and feedback in correcting the students' homework. Students can upload various styles of assignments from text， voice， pictures to other forms of work. Teachers can correct the assignments and can also set the rules to ask each student to make an assessment for each other. Or the requirement of assessment is the same as “group work” activities.

1.6 Resources

This function can upload many resources to the whole class such as PPT， video， audio， word documents and other information， but downloading the learning materials need to consume a large amount of Internet flow.The students are supposed to download small PPT and word document ， and large video recommendations for students learning are advised to be downloaded in the case of WiFi .

1.7 “Voting/ Questionnaire” Function

The “questionnaire survey” is like a chicken ribs in this platform，which is tasteless but wasteful to discard. This function can only design a simple questionnaire and in the form of subjective choice questions.

2. The Specific Teaching Cases

This paper tries to bring the electronic products such as mobile phone into classroom teaching to assist with completing the teaching objectives and various tasks. Taking my universitys teaching design of College English for the first Unit “Learning a Language” as an example. According to the English curriculum teaching requirements of College English， the teaching mode is required to focus on “the students-oriented”， and pay attention to the cultivation of students' pragmatic ability and self-learning ability. Besides， in order to highlight the independent learning and individualized learning concept in teaching， the attention of teaching should be paid to mobilize the enthusiasm of the two aspects of teachers and students， especially students principal position and the teachers main position of the leading role in the teaching process.

2.1 Teaching Objectives

According to the students' learning level and for sake of the realization of autonomous learning， interactive learning， mobile learning and individualized learning concept， the paper develops the teaching objectives for one Unit： to cultivate students' autonomous learning ability through a variety of teaching activities； and to guide students to sum up a good way to learn a language through autonomous learning and interactive learning..

2.2 Teaching Strategies

The teaching design is to fully reflect the modern occupation teaching idea of students principal position and teachers leading position， and the teaching is based on the experiencing strategy， exploring strategy， pragmatic strategy of teaching.Different forms of personal preparation， group discussion and collective summary can achieve the experiential strategies.The use of “Blue Ink Network Class” platform， Baidu search and other information technology teaching means can conduct the exploring strategy for the analysis of various methods of language learning methods . Fusing the pragmatic strategy， the teacher posts the assignments before class using the“Blue Ink Network Class” platform. The students are encouraged to speak freely in the network class platform， which guides students to ask such a question as “how to learn English effectively （how to learn English effectively）.”During the class teaching， A 5-minute video which is about a foreigner Williams learning language tips shows language learning methods for students to solve the confusion in language learning. After class using the network classs “Group Work” function to organize the group discussion， the students are asked to sum up the meaning of the passage， conclude a language teachers language learning advice， and then submit answers to the “Blue Ink Network Class” platform to share with other students.The students answers will be evaluated by the teacher. Finally， the teacher summarizes the main points of the activity. All in all， the whole teaching design aims to base on the teachers leading position and students' autonomous learning and interactive learning as the main way of teaching and learning method because thelanguage learning is to emphasize the imitation， practice and use.

2.3 Teaching Process

The whole teaching process can be summed up the four links in four words “checking， learning， thinking， doing” （as shown below）

2.3.1 Checking： That is， to discuss and find questions through pre-class preparation

Before class， the teacher releases the preview outline by the network class platform ， and the students make autonomous exploration according to the outline through Baidu search， picture search， and other means of methods， and use the network class platform to make the “brainstorming” discussion to find out further questions： how to learn English effectively？ The “brainstorming” function can also cultivate the students critical thinking ability. Kovalik （2007） pointed out in his study that critical thinking can be promoted by three activities： “active thinking about topics， exchange views with others， make a more convincing judgment”（Zhang Fuhui， quiet summer 2012）. The implementation of specific teaching is to take three steps： brainstorming discussion for the topic，group activities to further discuss topics， solve problems and draw conclusions.

2.3.2 Learning： That is， to explore new knowledge with cooperative learning.

Teachers in my project team play a brief micro-lesson video “Foreigners Williams language learning tips” to let the students visually see the wrong language learning， and then conduct a group work discussion using the network class platform to make a summary of each paragraph in Exercises 2 of textbook . Meanwhile， students are required to upload the group discussion conclusion to the network class. Finally， the students evaluate the other team's conclusion and make scoring， and then final evaluation summary will be given by the teacher after class. This way can cultivate the students' thinking ability through group discussion summary.

2.3.3 Thinking： That is， to broaden the idea of sublimation

The use of the network class “Question Time/Discussion” function can arrange an grouping cooperation to discuss “Classroom Activity： What other English writers do you know？” to let students make acquainted with the familiar writers of other group members. According to the questions raised by the teachers and the content of group discussion， the students are asked to explain their own group points of view. This method can not only exercise the students' language ability， but also enhance the language ability of induction. Discussion in the final can train the ability of students practical use of language to， and also review the key content of this course.

2.3.4 Doing： Review the main points of assignment

Using the network class“Assignment”function can complete the “Theme-related Writing：Why I like to learn English /why I hate to learn English”， which aims to extend the effective discussion of the way of learning English effectively out of class.

In general， the interactive teaching method is in the whole process of teaching. Teachers use interactive teaching theory for teaching according to the new features of 90s students in the support of network platform. Students get access to information before class， and use the “brainstorming” activities to preview the primary topic of discussion in this lesson. Teachers and students carry out the interactive discussion， feedback and answer the questions through group activities in the network media interactive platform. Afterwards students make an individual reflection through writing.

3. Conclusion

The design of this teaching is to add the modern teaching means in traditional English class according to the students' new feature of the over usage of the mobile phone. The released task before class through “Blue Ink Network Class” platform （brainstorming or discussion） promotes students from passive learning into active exploration. In the class， the use of micro class video， WeChat and QQ group creates a teaching environment from the single teaching mode into a diversified teaching mode mixing the exploring， experiencing and application， which enhances students interest in learning， and improves the teaching effect. After class， the trial to all types of mobile phones appliance software（fluent in English， English dubbing interest， a hundred words cut， etc.）can enable students practical application of language ability through self training. The use of “Blue Ink Network Class” platform lets students pick up a lot of knowledge in actively exploring learning， master methods， and enhance the real ability and emotional experience.

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作者簡介：

苗絲雨（1999.4-），女，山東省青島第十七中學高三四班，學生。

郭雪梅（1982.12-），女，青島理工大學基礎部英語教研室，講師，碩士，研究方向：英語教學、比較文學與世界文學。