On-line Video Database for Foreign Language Learning

关于“带视频的在线口语交流词典”，我学会了一些问候语和自我介绍的表达，把它们制作成了流媒体视频，并打算在德语的一些课堂上使用它们，但很明显，用这个视频系列来建立对话练习是很困难的，因为只有一个短语的视频(没有任何其他上下文信息)不能很好地作为学生模仿的模型。在这个失败的基础上，我将一些故事制作成流媒体视频，并在课堂上进行了测试。我利用学习管理系统Moodle进行了这次练习。课程包括：1。学生检查视频片段，然后写出他们想在视频中练习的表达方式的原始短篇故事。他们播放短篇故事，让人用录像机拍摄。他们观看视频，检查自己的表现，批评自己，并得到同学的评论。我定性地考察了学生在学习过程中如何合作，发现CSCL设计对一年级学生提供了积极的效果和动机，因为由于中考制度严格，一年级学生很少经历合作学习。显然，不同学生在学习过程中的实质内容和质量也有很大不同，这取决于合作学习的小组成员。

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.