2015 年 2 月 上旬刊。材芗笆钡慕行薷幕蛑匦，达到一个令师生都满意的程度。3. 基于社交网的混合学习模式在大学英语课程综合教学中的应用有了社交网络，教师的课堂综合教学也将变得大为方便，而且将更简洁清楚有效。比如，在传统的教学模式中，英语教师可以通过制作 PPT 的方式进行课文结构、 重要词汇、 难点疑点的讲解，但是这种模式很难满足许多学生的学习要求。 而利用社交网络，教师可以随时上传重要的学习内容、课堂教学资料，学生也可以随时下载和学习英语信息知识，对学习内容进行预习、复习等。而且对于难以理解重难点问题，学生也可以随时通过社交网络向教师请教学习。这样，教师可以更加高效的完成自己的教学任务，达到教学目的，了解学生的学习情况；学生也可以更加主动积极地进行英语知识的学习，提高学习兴趣，增强自己的英语交际技能。大学英语课程环境下基于社交网的混合学习模式具有很强的互动性和实效性， 不仅可以有效的加强师生之间的交流沟通，使得学生和老师之间，学生和学生之间的互动越来越多，而且培养了学生的英语自主学习能力，让学生学会独立思考和学习的能力，养成更好的学习习惯，逐渐改变了传统英语学习模式。与此同时， 教师还可以借助网络使得英语教学与日常生活紧密相连，让英语的学习渗入到学生的日常生活中。参考文献：[1] 马武林 , 张晓鹏 . 大学英语混合式学习模式研究与实践 [J].外语电化教学 . 2011(03)[2] 王懿 . 混合学习对大学生英语写作水平的影响 [J]. 开放188宝金博页面版研究 . 2011(02)[3]Rebecca Launer, 康文霞 . 混合式学习获得成功的重要因素 :五种假设 [J]. 现代远程188宝金博页面版研究 . 2011(01)[4] 沈映珊 . 认知建构主义与社会建构主义在学习观的分析比较 [J]. 现代188宝金博页面版技术 . 2008(S1)[5] 黄荣怀 , 张振虹 , 陈庚 , 徐琤 . 网上学习 : 学习真的发生了吗 ?—— — 跨文化背景下中英网上学习的比较研究 [J]. 开放188宝金博页面版研究 .2007(06)外语·外文 课程188宝金博页面版研究 Course Education ResearchReciprocal Inquiries:Learning About and Learning From the Other in Graduate Education李傲君1Hisako Hayashi 2（ 1. 北京服装学院 北京 100029 2. 加拿大西蒙菲莎大学 加拿大 温哥华）【课题项目】北京服装学院人事处促进人才培养综合改革项目，项目编号 : PTTBIFT_YC-005 。【中图分类号】 G64 【文献标识码】 A 【文章编号】 2095-3089 （ 2015 ） 02-0120-02Our presentation will invites discussion about an inquiry inwhich two graduate student researchers interviewed each otherabout their experiences negotiating and adapting to graduate studentlife in Canada. We will dramatize excerpts from the interviewtranscripts, invite responses from the audience and share ourinterpretations from a phenomenological perspective and from acritically-oriented ethnographic one.PurposesWe are two international graduate students in Education andan instructor new to the field of international education. For onesemester we formed a study group to learn about and exploreinterpretive approaches to educational research. The purposes of theinterview activity were (1) to provide opportunities for the studentsto practice interviewing, transcribing and analyzing data and (2) toallow us to collaboratively compare phenomenological andethnographic approaches. However, in the interview debriefingsession, our discussion turned to the content of the interviews: theconsequences for students of some seemingly inconsequential facetsof programs, how students obtain academic and social support, themerits (or otherwise) of teacher-centred and collaborative pedagogiesfor international students. Our presentation takes up observationsand questions from this discussion.PerspectivesWe make two key assumptions. First, we believe that “ earningcannot be designed ” (Wenger, 1998, p. 225). Moreover, any inquirythat aims to relate program design and pedagogical decisions tostudents ’ experiences must take into account that “ curriculumproblems are practical problems that are moral rather than technicalin nature. ” (Kelly, 1999, p. 9). Second, we believe that “ teachers arecultural mediators opening up the dialogue between themselves andtheir students ” (Ryan & Hellmundt, 2005, p. 13). However, whilestudents ’ prior experiences and firmly held beliefs about educationmust influence what goes on in classrooms, we contend that teacherscannot know about the prior experiences and beliefs of all theirstudents (Carroll, 2005, p. 15).Methods and Sources of DataOurs was an interpretive inquiry. Two members of the groupparticipated in video-recorded, unstructured interviews with oneanother about their experiences as international students in twoprograms. They asked each other: What are your classroomexperiences as an international and ESL student? The studentstranscribed the interviews and highlighted excerpts for discussion ina debriefing session with the instructor. One member of the groupemployed a phenomenological approach to examine the subjectiveexperiences described by each respondent. The other studentadopted a critically-oriented, auto-ethnographic approach. There isevidence that an action is supportive only to the extent that it isexperienced as supportive. This “ fact ” points to the value ofstudying students experiences from a phenomenological perspective.On the other hand, critical ethnography “ offer [s] the passionate,emotional voice of positioned and explicitly judgmental fieldworker“ (Van Maanen, 2004, p. 321). Discussion from the debriefing sessionwas integrated into students ’ interpretations of the data. Thus, thevoices of all three members of the group are interwoven into ourinterpretations and the traditional notion of the researcher and theresearched is interrupted.ResultsThe major themes identified in the interviews are culturalreciprocity in the teacher-student relationship and access to peersupport. Programs afford different kinds and different levels of accessto academic and social support. For example, a cohort Mastersprogram provided academic support and social support, but studentsenjoyed only limited access to fresh and challenging ideas. Cohortclasses also tended to be teacher-centred. One student receivedacademic support from peers in general classes, but the other studentexperienced general classes as academically and socially unsupportive.“ Independent learning is sometimes interpreted as solo learning andthis leads students to feel isolated and unsafe. ”ConclusionWe conclude by posing the question: How might instructorsworking with diverse groups of students respond to difference as aresource for learning rather than as an obstacle. In the words of120 · ·
