“三多”外语生态环境下教师助学支持服务设计研究

Developing Learning Support Service in the “3-M” Environment

文章以教育生态学模型和基于网络的语言教学观为理据，分析对比传统教育环境与“三多”外语教育生态环境下，“教”与“学”理念和模式的异同，诠释了网络生态教育环境是符合“学”的规律的理想学习环境。网络教育生态环境打破了时、空界限，有利于优质资源共享，是顺应时代的主流教学环境。新的环境赋予教师全新的职能，教师应该克服传统的“承袭”和“教化”的定式思维。为此，基于实际教学实践，该文尝试着进行了新型网络教育生态环境下教师助学服务设计，包括：学术支持、互动支持、情感智力三类助学支持服务，并进行了翔实的论证。

Based on both the modeling of educational Ecology and the perspective of “3-M” language teaching approach， the paper does the comparative analysis and study between conventional and “3-M” ecological instructional environment， and proves the truism that the current ecological environment is the ideal environment that confirms to the law of learning. Such environment breaks through the confinement of time and space in favor of sharing top class resources domestically and internationally. New instructional biological environment calls for changing the apprenticeship between teachers and students， and provide learning-support service. So teachers should get rid of the stereotype such as “the fixed modeling of teachers as master and students as apprentices” and “teacher-centered education”. Hence， based on the empirical experience， this paper proposes three categories of learning support service: academic support， interaction support， and support for upgrading emotional intelligence so as to match the newly formed “3-M” ecological instructional environment and develop the “whole person” education.