On-line Video Database for Foreign Language Learning

关于“在线视频口语交流词典”，我挑选了一些问候和自我介绍的表达，制作了流媒体视频，并打算在德语课程中使用它们，但很明显，用这个视频系列进行对话练习很困难，因为只有一个短语的视频（没有任何其他上下文信息）作为学生模仿的模型并没有很好地发挥作用。在这个失败的基础上，我把一些故事制作成流媒体视频，并在我的课堂上进行测试。我使用了学习管理系统“moodle”来做这个练习。学生检查录像片段，然后用他们想在录像中练习的表达写他们的原创短篇小说。他们播放短篇小说，让人用摄像机拍下来。通过对学生在学习过程中的合作情况进行定性研究，发现CSCL的设计对由于高考制度的限制而很少参与合作学习的高一学生产生了积极的影响和激励作用。同样清楚的是，根据合作学习的小组成员，各个学生学习过程的实质和质量有很大差异。

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.