Research On Mobile English Learning Model In High School

Since1994, researches on Mobile Education had grown up in U.S.A. After that, some countries in Europe began to study Mobile Education for the purpose of researching design of teaching and learning in mobile learning and made great research achievements, developing curriculum applied in cell phone, smart phone and PDA, including literature, mathematics and social skills and so on, some of them are tested in the universities. Since the beginning of2000, some countries in Europe area had became great interested in m-learning, and had organized more than30projects of m-learning, aimed at studying the teaching object, teaching methods and technical means of m-learning, hoping to improve teacher’s teaching, student’s learning and school management. Some countries have great study effectives in doing experiments on m-learning applied classroom teaching; m-learning in foreign countries has penetrated in primary schools, middle schools, universities and so on. The academic research on m-learning began in2000, which was mainly about the theory and development of m-learning, and the mark is that two papers published by Professor Qiu Weiting and Professor Xingfu Ding was introduced into China. After that there were studies about constructing m-learning platform, developing, designing and sharing study resources and applying m-learning into teaching management and education scientific research. Therefore, m-learning aims at enhancing traditional teaching methods, gradually applied in traditional classroom teaching. In2004, the first paper combing m-learning and English teaching appeared which marked the start of m-learning English teaching. Then there exists many studies the construction of mobile English learning model, making great achievements. Applying m-learning to English teaching and learning and constructing the model of high school English learning conform to the development of m-learning and status of English learning in high school in the background of rapid development of information technology and educational information, construction of learning society, the partiality of student’s English listening and reading in high school and the era of m-leaning.English Words, phrases and grammar rules and English exercises are taken seriously in current English teaching in high school, while the training of listening and reading is not so, which leads to students’stereotype of that remembering words, phrases, grammars and doing reading exercises are exactly English learning, and then student’s English learning will be gradually in a vicious cycle. That learning style not only can’t help them to enhance English and inspire their interests in English learning, but also make students regard English learning as a task, just reciting and remembering English words and phrases and so on. Actually they ignore the cultivation of English listening and reading and English language sense. For that, this paper proposes the mobile learning model of English listening and reading, which is appropriate for high school students to learn by m-learning tools in anytime and anywhere, and aims to make up for the defects of traditional learning methods, leading students to make exercises for English listening and reading on the promise of making good preparation for college entrance examination, letting students practice English by making full use of spare time to improve their English listening and speaking ability; Students can become more interested in studying mobile learning tools and learning English; Students can also develop the habit of training English listening and reading by using mobile tools.This paper introduces the target, content, teaching procedures, the relationship between teachers and students and evaluation of mobile English learning model in high school according to high school students’learning situation and advantage of m-learning, which is on the basis of cognitive flexible theory, informal learning theory, situated cognition and learning theory. Research methods in this paper are reference research,case analysis and comparative research. The model of constructing mobile English learning in high school has its own ration; scope and condition, which is helpful for students’English learning and teachers’professional development, making students use m-learning tools serving for English listening and reading practice. Using mobile tools to learn English, especially train listening and reading is the most important way to improve students’communicative competence, and is also an inevitable trend of mobile English learning in the future. Teachers and students should be engaged in studying how to use mobile tools for English learning, which can prompt the further development of English listening and reading.The paper is composed of the introduction and the main body. There are research background, reference review, research value, research methods and research ideas in the introduction. The era of m-learning, the development of information technology in education, internal demands of learning society are the research backgrounds of the paper. The reference review mainly summarizes the situation of mobile learning and its relative research at home and broad, and makes a research view for it. There are four sections in the main body of paper. The first section is about the implication and value of mobile English learning in high school, including the connotation, feature, value of mobile learning and its model. The second section is the theories of the model, which are cognitive flexible theory, informal learning theory, situated cognition and learning theory. The third section is model construction of mobile English learning in high school, including the goal, content and teaching procedures, and roles between teachers and students, and evaluation and so on. The fourth section is the scope, condition, and matters needing attention of application about model of high school mobile English learning.