On-line Video Database for Foreign Language Learning

关于“带视频的在线口语交流词典”，我挑选了一些问候和自我介绍的表达，制作成流媒体视频，并打算在一些德语课上尝试使用，但很明显，用这个视频系列来构建会话练习是很困难的，因为只有一个短语（没有任何其他上下文信息）的视频并不能很好地作为学生模仿的模型。在这次失败的基础上，我制作了一些故事流媒体视频，并在课堂上进行了测试。我使用了学习管理系统“moodle”来做这个练习。课程内容包括：1。2.学生检查视频片段，然后写出他们想要在视频中练习的表达的原创短篇故事。他们播放这个短篇故事，让别人用摄像机把它拍下来。他们看视频，检查自己的表现，批评自己，并从同学那里得到评论。我定性地考察了学生在学习过程中的合作情况，发现CSCL的设计对一年级学生产生了积极的影响和动力，因为高中严格的入学考试制度，他们很少经历合作学习。同样清楚的是，根据合作学习的小组成员的不同，各自学生的学习过程的实质和质量也有很大的不同。

About "the online oral communication dictionary with video" I picked up some expression of greetings and self-introduction, made them to streaming videos and was going to try to use them in some classes for german language, but it became clear that it was difficult to build the conversation exercise with this video series because the videos with one phrase (without any other contextual information) did not function well as a model that students imitate.On the basis of this failure, I made some story into streaming video and tested them in my classes. I utilized Learning Management System "moodle" for this exercise.The lesson includes :1. the students check the video clips and then write their original short story with expressions they want to practice in the videos.2. they play the short story and let someone take it with video camera.3. they look at the videos, check their performance, criticize themselves and get comments from classmates.I have qualitatively examined how students collaborate in the process of learning and found that the CSCL design afforded the positive effects and motivation on the first year students who rarely experienced the collaborative study due to the strict entrance-examination system at high school. It became also clear that the substance and the quality in the learning process for the respective students differ considerably depending on the group member of the collaborative study.