随着社会信息化进程的日益加速，基于资源的学习成为一种重要的学习模式。本文在远程英语教学特征的基础上，与基于资源的学习模式有机结合，分析了基于资源学习的远程英语教学模式的特征，旨在整合英语教学和学习资源，培养学习者的自主性学习，提高远程英语教学的有效性。

As the information society develops at an ever-in-creasing speed, Resource-based Learning (hereafter referred to as RBL) becomes an important learning model. This paper tries to integrate RBL with English distance teaching and analyzes the new features of the combination. It aims at integrating English teaching and learning resources, training students'' independent learning and improving the effectiveness of English distance teaching.

英语移动学习资源信息收集功能与移动学习协作活动的设计是远程英语移动协作学习实践项目的第一关键所在。根据远程英语移动学习协作活动，针对英语移动学习资源信息收集功能、经常上网收集的移动学习资源、项目实践的效果等方面展开调查，对协作活动案例进行实证研究，充分证实移动协作可以发挥移动设备在课堂内外的强大潜力，为解决传统协作学习的不足提供便利，促进、加快学习者之间的交互和协作。

Information collection of distance English learning resources and design of mobile Learning collaborative activities is the first key to MCSCL Practice Project of Distance English Learning.?Based on the collaborative activities by using mobile devices, investigation analysis is carried out on such aspects as information collection functions, online collection of mobile learning resources and the effect of practice. It also conducts empirical research on collaborative activity case of project practice to provide convenience to English study,which makes up the lack of traditional collaborative learning to accelerate interaction and collaboration among learners.

本文对安徽电大远程开放教育学习者的英语学习风格进行了研究，结果表明：①远程开放教育学习者的英语学习风格是多元化的，学习风格的偏爱方式依次为：听觉型-团体型-体验型-动手型-视觉型-独立型。事实上，听觉型、团体型、体验型、动手型的平均数并无太大差距；②男女生在英语学习风格偏爱方式上并没有显著的性别差异。同时，该研究为开放教育英语教师针对学习者学习风格的个体差异制定相应的教学策略提供了一定的依据。

The paper investigates English learning styles of learners in distance and open education, the results indicate that the Eng-lish learning styles of learners in distance and open education are various, the order of style preference is auditory learning-group learning-kinesthetic learning-tactile learning-visual learning-individual learning, in fact, there isn’ t much difference among the mean of auditory learning, group learning, kinesthetic learning and tactile learning. In addition, in terms of English learning styles, there is no significant difference between male and female students. Furthermore, this study suggests the teachers in distance and open education should make suitable teaching strategies based on individual differences of learners’ English learning styles.

基于网络环境的英语学习,既是学习者利用网络环境提供的各种形式的学习资源实现的主动性学习,又是教师在把握语言习得和远程教育规律基础上,通过与学生互动共同完成的探索性学习。在教与学的互动过程中,充分发挥资源的重要性和基础性,学生的能动性和创造性,并在主体认知生成过程中融入学习者自己的创造性见解。通过分析学习元和元认知的理论和实践,建立二者沟通融合的学习模型,从而构建网络环境下英语远程智慧学习的新模式。

Distance learning offers English learners who acquire language acquisition and distance education principles both active learning by means of various online learning resources and explorative learning by making advantage of learners-teachers inter-action. Its essence lies in the integration of learners ’ creative insights into the cognitive process by giving learning resources as well as learners’ initiative and creativity into full play. Based on analysis of the theory and practice of learning cell and metacognition, a new mode of intelligent learning for distance English learners under the online environment is put forward.