【正文】 ceable outes. For universities, how to take full advantage of campus Networks and the Internet to preserve, improve and expand the desirable aspects of facetoface English teaching mode has e to be a top priority task. Creation of a Webbased English Teaching (WBET) environment is most probably the answer__that is a mon understanding.One thing that is very helpful in understanding this new concept (WBI) is the way puters have been applied over the years to language teaching. Its history goes back to a few decades ago and it is usually referred to as Computerassisted Language Teaching (CALT). Although it covered a lot of approaches, including some forms that are quite worthwhile, CALT focused on electronic curriculum materials__programs which students could interact with to learn specific language skills. The main idea was that puters could provide individualized learning experiences, including interactive sequences consisting of problems or questions with appropriate feedback. All this rested upon the sound basis of a behavioral and early cognitive learning theory. And there was ample evidence to show that it worked in terms of student achievement scores or oute in language learning.But it has e to be clear over time that although this approach may have some limited value, it is not a very effective way to use puters in English teaching and learning. Instead, we have realized that puters are superb devices for munication and information sharing. What has really impressed students and teachers is the capability to interact electronically and search through databases. So, interactivity is very important, but not the kind of interaction originally conceived of in CALT.Actually the evidence for this has been there all along, but it took a while to sink in. it wasn’t until the World Wide Web (WWW) appeared in the early 1990s that all this became clear. The Web makes it very easy to create and access Networked information. It also brings together all major forms of interpersonal interaction such as , chats, discussions and conferencing, plus, it adds multimedia (graphics, sound, video) to the information. The Web even supports “classic” forms of CALT such as drills or tutorials, should anyone want to do that kind of thing. knowledge and ideas e only from a situation in which learners draw themselves out of their experiences that have meaning and importance to them. As Dewey wrote in his landmark Democracy and Education in 1916:The essentials of method are therefore identical with the essentials of reflection. They are first that the pupil have a genuine situation experience__that there be a continuous activity in which he is interested for its own sake。 fifthly, that he have opportunity and occasion to test his ideas by application, to make their meaning clear and to discover for himself their validity.By proposing the five points, Dewey designed a learning munity in which learners were able to engage in realworld activities and demonstrate the knowledge learned through creativity and collaboration.The Russian psychologist, Lev Vygotsky, also made major contributions to the development of educational constructivism. Central to Vygtsky’s theory was his belief that biological and cultural developments did not occur in isolation. According to Vygtsky, language was not only a cognitive tool of munication, but that the use of the tool shaped our cultural evolution. Unlike Piaget who suggested that there was an endpoint to the goal of human cognitive development by dividing the cognitive process into stages, Vygotsky proposed that human cognitive development was a lifelong process, which depended on social interaction and social learning. Learning to Vygotsky occured within what he called the Zone of Proximal Development (ZPD), which he described as “the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers”5. Based on the Vygotskian conceptualization of cognitive development, instruction should be designed to reach a developmental level that is just above the student’s current level.Rogers and Freiberg have criticized current education for failing to recognize that much of the material presented to the students in the classroom has, for the student, the same perplexing, meaningless quality that the list of nonsense syllables has for teachers. This is especially true of Chinese EFL learners whose monolingual background provides no context for the material with which he or she is confronted. Rogers and Freiberg regard personal involvement and selfinitiated involvement as important elements in significant learning. They state, “…to involve the whole person in learning means to set the right brain free, to use it as well. …It (the right brain) is intuitive. It grasps the essence before it understands the details…. Significant learning bines the logical and the intuitive, the intellect and the feelings, the concept and the experience, the idea and the meaning”6.Constructivist learning theories advocate participation as a way concerning learning of both absorbing and being absorbed in the munity of practice. It supports learning by enabling learners to acquire, develop and use cognitive tools in authentic domain activities. Learning advances through collaborative social interaction and the social construction of knowledge. These approaches are of potentially great importance for how language teaching, especially foreign language teaching, should be conceptualized.In this model, the Web supports synchronous or asynchronous English teaching when teachers and students use it to store, disseminate and retrieve information that is relevant to the course. As can be seen in the table below, this type of support may take place outside or within the classroom and may involve public or co