Study on College English Teaching Interaction and Teaching Practice Based on Connectivism from the Neurocognitive Perspective

Author/s: Liying Cao

DOI: 10.12738/estp.2018.5.132 

Year: 2018 Vol: 18 Number: 5


Neurocognitive science aims at clarifying the brain basis of psychological activities, especially human psychological activities, thus revealing the relationship between psychology and brain. The large-scale open network course (cMOOC) based on connectivism from the neurocognitive perspective, presents a good interpretation of the core of the connectivism using Web2.0 technology. Particularly, the English course features good interaction between teachers and students on class, which can provide a good reference. This study analyzes the status quo of English teaching interaction in colleges by means of questionnaire survey and interview, uses the connectivism to propose some suggestions on how to improve teaching interaction with the help of cMOOC model and Web2.0 technology from the neurocognitive perspective, and analyzes the significance of English teaching interaction and the present situation of English teaching interaction in colleges in China. Finally, the experiment verifies the effectiveness of this method in improving student English academic performance.

English Teaching Interaction, Teaching Practice, Connectivism, Neurocognitive Perspective

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