| CHAPTER ONE INTRODUCTION | 第1-18页 |
| THEORETICAL PREREQUISITES | 第18-20页 |
| AIM OF THIS PAPER | 第20页 |
| LAYOUT OF THIS PAPER | 第20-22页 |
| CHAPTER TWO BASICS OF COLLABORATIVE LEARNING AND CSCL | 第22-37页 |
| 2．1 DEFINING COLLABORATIVE LEARNING | 第22-24页 |
| 2．2 THE EFFECTS OF COLLABORATIVE LEARNING | 第24-28页 |
| Cognitive Effects | 第24-26页 |
| Emotional Effects | 第26页 |
| Social Effects | 第26-28页 |
| 2．3 CONDITIONS FOR SUCCESSFUL COLLABORATIVE LEARNING | 第28-31页 |
| Shared and Mutually Understood Goal | 第28-29页 |
| Shared Space for Learning | 第29-30页 |
| Multiple Forms of Representation | 第30页 |
| Continuous Communication | 第30-31页 |
| 2．4 COMPUTER-SUPPORTED COLLABORATIVE LEARNING | 第31-36页 |
| Computer-as-Tutor | 第31-33页 |
| Computer-as-Pupil | 第33-34页 |
| Computer-as-Simulation | 第34-35页 |
| Using Computers to Support Collaborative Learning | 第35-36页 |
| 2．5 CONCLUDING COMMENTS | 第36-37页 |
| CHAPTER THREE THEORETICAL FRAMEWORKS FROM PSYCHOLOGY | 第37-59页 |
| 3．1 CONSTRUCTIVISM | 第38-40页 |
| 3．2 SOCIO-CULTURAL THEORY | 第40-51页 |
| 3．2．1 Vygotsky's Main Ideas | 第41-47页 |
| 3．2．2 Neo-Vygotskyan Ideas | 第47-51页 |
| 3．3 COMPARISON BETWEEN SOCIO-CULTURAL THEORY AND CONSTRUCTIVISM | 第51-57页 |
| 3．4 CONCLUDING COMMENTS | 第57-59页 |
| CHAPTER FOUR COMPUTER APPLICATIONS IN COLLABORATIVE LEARNING | 第59-79页 |
| 4．1 COLLABORATIVE LEARNING AROUND COMPUTERS | 第60-62页 |
| 4．2 COLLABORATIVE LEARNING THROUGH COMPUTERS | 第62-77页 |
| 4．2．1 Computer-Mediated Communication | 第63-64页 |
| 4．2．2 Applications of CMC in Collaborative Learning | 第64-77页 |
| 4．3 CONCLUDING COMMENTS | 第77-79页 |
| CHAPTER FIVE EVALUATION OF CMC IN COLLABORATIVE LEARNING | 第79-90页 |
| 5．1 ADVANTAGES OF CMC USE IN COLLABORATIVE LEARNING | 第79-86页 |
| Increased Interaction: quantity and quality | 第79-82页 |
| More Democratic Environment | 第82-84页 |
| Increased Motivation | 第84-85页 |
| Authenticity | 第85-86页 |
| 5．2 DISADVANTAGES OF CMC USE IN COLLABORATIVE LEARNING | 第86-88页 |
| 5．3 CONCLUDING COMMENTS | 第88-90页 |
| CHAPTER SIX NEW ROLES OF TEACHERS AND STUDENTS | 第90-100页 |
| 6．1 TEACHER'S ROLE: FROM DIRECTOR TO FACILITATOR | 第90-95页 |
| Setting the Stage | 第91-92页 |
| Monitoring and Encouraging Participation | 第92-93页 |
| Establishing Norms and Grading Performance | 第93-95页 |
| 6．2 STUDENTS' ROLE: FROM RECIPIENT TO CONSTRUCTOR | 第95-98页 |
| 6．3 CONCLUDING COMMENTS | 第98-100页 |
| CHAPTER SEVEN AN EXPERIMENT COMPARING FACE-TO-FACE AND ELECTRONIC DISCUSSION | 第100-118页 |
| 7．1 PREVIOUS EMPIRICAL RESEARCHES | 第100-103页 |
| Equalizing Effect of CMC in Classrooms | 第101-102页 |
| Electronic Communication in the Second Language Classroom | 第102-103页 |
| Language Complexity | 第103页 |
| 7．2 REPORT OF THE EXPERIMENT | 第103-116页 |
| 7．2．1 Research Questions | 第103-104页 |
| 7．2．2 Method | 第104-109页 |
| 7．2．3 Results | 第109-114页 |
| 7．2．4 Discussion | 第114-116页 |
| 7．3 CONCLUSION | 第116-118页 |
| CHAPTER EIGHT GENERAL CONCLUSIONS | 第118-122页 |
| REFERENCES | 第122-131页 |
| APPENDIX 1 | 第131-133页 |
| APPENDIX 2 | 第133-139页 |
| APPENDIX 3 | 第139-146页 |
