多媒体网络环境下的高中英语写作教学.docx

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1、多媒体网络环境下的高中英语写作教学 多媒体网络环境下的中学英语写作教学 内容摘要 依据新课标，中学英语写作教学越来越重视学生的独立、协作、创新和利用多媒体网络进行沟通学习、搜寻信息的实力。令我们欣慰的是，现在多媒体网络技术恰好能够满意新课标各个方面的要求。多媒体网络写作教学有很多的优势是传统写作教学无法超越的。在教学过程中，老师能够供应多种多样的刺激材料，并且能够利用多媒体网络平台进行独立搜寻、处理材料，他们能够相互沟通、探讨作文主题、相互评价作品。然而，多媒体网络写作教学也有它本身的缺点，因此须要我们付出巨大的努力去克服它们，唯有通过这种方式，我们才能得到好的教学效果。 关键词： 多媒体网络

2、 写作教学 信息培育 沟通 i Abstract The new request for the senior high school English writing in accordance with the new curriculum standard values more and more the abilities of students independence, cooperation, innovation and application of a multi-media network to carry on communicating study and searchi

3、ng information.What makes us happy is that the multi-media network technology just can satisfy all the above aspects of the requests of the new curriculum standard at the right moment.Comparing the multi-media network writing teaching with traditional teaching, the former has more advantages than th

4、e latter.During teaching, the teacher can provide various stimulating materials, and the students can make use of a network platform for independent search for and proceing of materials.They can also communicate and discu the topics and evaluate works with each other.However，the multi-media network

5、writing teaching also has shortages of itself, so it needs us to make great effort to overcome them.Only in this way can we get a good teaching effect. Key words: multi-media; network; writing teaching; information cultivation; communication ii Contents 1.New Request to the Senior High School Englis

6、h Writing .1 2.Comparison of Writing Teaching between Two Modes .2 2.1 The definitions of the two concepts .2 2.2 The advantages of the teaching under the multi-media network .2 2.2.1 The comparison of teaching means .2 2.2.2 The comparison of teaching content .3 2.2.3 The comparison of teaching eff

7、ect .4 2.2.4 The comparison of teaching roles .5 3.Writing Teaching under Multi-media Network Environment .6 3.1 Preparation before cla .6 3.2 The claroom writing teaching .6 3.3 Writing communication on network platform after cla .8 3.4 Students and teachers work before presenting the works .8 3.5

8、Evaluation of the students learning .9 4.Solutions in Multi-media Network Environment Writing Teaching .9 4.1 Problems .9 iii 4.1.1 The poor ability of teachers educational technique .9 4.1.2 The low level of students information literacy .10 4.1.3 The disorder and overflow network resources .10 4.1

9、.4 Using multimedia too much .11 4.2 Solutions .11 4.2.1 Improving teachers ability of using multi-media network .11 4.2.2 Paying attentions to the development of the information literacy of students .11 4.2.3 Raising the discrimination and inspection ability of information .12 4.2.4 Combining the m

10、ulti-media and traditional teachings together .12 5.Conclusion .12 References Acknowledgements iv Senior High School English Writing Teaching under the Multi-media Network Environment 1.New Request to the Senior High School English Writing The request of new curriculum standard promulgated in 2003 f

11、or senior high school students writing skill has exaltation on the foundation of original English syllabus in Senior High School.This new request mainly focuses at: if students can independently draft a simple report; if they can write a brief story according to the pictures; if they have the abilit

12、y to reorganize the text as short play; if they can write memos, simple letters and greeting cards with the fitting language; if they can describe persons or affairs and expre their own views; if they can fill in forms relating to personal circumstance; if they can write a short composition which ha

13、s coherent language meaning and complete structures.Whats more, the writing skills request to graduate students in the senior high school also becomes higher and more concrete than before.For example: (1) students can write summary, report, notice, and official busine letter in English and so on; (2

14、) they can describe scenario, attitude and feelings in English more detailed and vividly; (3) they can elaborate their own standpoints and comment the standpoint of others with proper literary style and accurate phrases; (4) they can fill in various forms and write resumes or applications; (5) they

15、can make not-profeional translations and so on.Curriculum standard not only emphasizes the request to the students ability of writing, which trains students to have the ability of expreing fact, standpoint, emotion and communicating information; cultivates students writing habit of norm; trains stud

16、ents to have the ability of problem analysis, problem-solving, and developing their judgment thinking, but also emphasizes to raise students own attainment which needs to take students as corpus and make students the center; to develop students the ability of independent learning and cooperative lea

17、rning; to cultivate students the ability of using comprehensive language; to make students foster English cultural consciousne; to train students ability of obtaining information and proceing information. 1 However, teaching under multi-media network environment just can well meet the new request of

18、 new curriculum standard, and it also matches the teaching views of constructivism and humanism which are helpful for raising students ability of using synthesize language completely, and developing the students English writing skill in the environment of the good multi-media network adequately.2.Co

19、mparison of Writing Teaching between Two Modes 2.1 The definitions of the two concepts Multi-media network English teaching mode: it carries out English teaching with computer and network, mutually combined with the control centre, which including the video present, projecting apparatus, DVD, record

20、er and acoustic equipments for the multi-media platform.It can get support from the comprehensive usage of various media in English cultural background teaching.Many techniques and methods are used for the teaching of English, for example, the computer supporting facilities, broadcasting, television

21、, movie, and electronics publication etc., which concretely includes songs, brief strokes, slides, videos, video frequency CDs, animations etc.This mode really makes teachers, instructional media and teaching effect truly attain three-in-one.Traditional English teaching mode: it takes teachers as th

22、e center.Teachers explain knowledge in detail, with various simple media as teaching means and methods introducing knowledge to students.In this mode, students paively accept knowledge that the teacher teaches.In a word, teachers teach on their own initiative, and students are the paive receivers of

23、 the external world incitement of knowledge, and the teaching materials are the contents that the teachers instill towards the students, and simple instructional media are the mainly methods and means that the teachers instill towards the students.Teacher, student, teaching materials, which have the

24、ir respective clear functions, and the relation between each other is explicit.It becomes a kind of stable structure form of teaching activity progre, and namely teaching mode.2.2 The advantages of the teaching under the multi-media network 2.2.1 The comparison of teaching means For the writing teac

25、hing in traditional senior high schools, teachers are the whole center of teaching, and students are just the paive receivers.In cla, teachers explain vocabularies of writing in detail, analysis sentence structures, provide excellent examples 2 on the blackboard for students, and let all students ca

26、rry on writing around a given topic.After cla, teachers correct the students compositions in a very slow speed, so what the students have to do during the time is to wait patiently for the results that the teacher will give them.We can obviously get that this kind of mode is impoible to arouse stude

27、nts strong interests in writing, and the articles all the students write will be likely to be monotonous.It may not agree with the tunnel expreion method in English, and students cant have innovation and creation, either. The multi-media network teaching is a kind of mode which gathers various teach

28、ing media, such as texts, pictures, animations, voices and so on.It can provide students with the incitements of various senses which will be helpful for students to obtain and keep knowledge, and also largely stir up students enthusiasm in studies.Whats more, it can encourage students to participat

29、e actively in claroom, and then raise the teaching efficiency.Teachers make use of the multimedia to change the writings on the blackboard into vivid pictures or animations of image, and pleasing music is regarded as the tools of teaching.In this way, it not only saves time of writing and painting o

30、n blackboard, but also it extends the capacity of teaching, and makes the important and difficult points of knowledge outstanding.Multi-media and provides a comfortable writing environment for students more easily to comprehend and master the knowledge and technique of English writing.After cla, wit

31、h network platforms like BBS,E-mails, teachers can organize students to carry on discuions for exchanging views, evaluating and correcting the compositions for each other, and it not only can help save a lot of time for teachers correction of compositions, but also can it make students know the shor

32、tages of standpoints in their own compositions in a short time, so they can correct the mistakes in time.2.2.2 The comparison of teaching content The content of teaching in the traditional teaching is usually from teaching materials.Teachers select a suitable writing topic according to the contents

33、of teaching materials.Some teachers may also give students some excellent texts that they collected, provide some thinking ways of writing. Comparing with the traditional teaching, the multi-media network teaching has advantages of abundant resources in this aspect.Firstly, the teaching content of c

34、ourses 3 not only come from teaching materials or some excellent examples, teachers can also collect related background information, pictures, animations on the network according to the students circumstance.After collecting something like social current trend of events, the general knowledge of dai

35、ly life, then teachers can create these materials into elegant PPT and provide vivid writing scene for students.Secondly, students can surf the Internet to look for various resources in different websites and collect materials which they are interested in and put them onto the internet forums of the

36、ir own cla.They can share them with other students or e-mail them to the teachers which can provide good writing topics as a certain reference for teachers writing teaching.The content made in this way is not only easier to help stir up the students interest in writing and help develop their ability

37、 of imagination and innovation which is advantageous to a student to write a good work in a different angle or standpoint, but also it can help broaden students visual fields, and help develop the ability of collecting information resources and acquiring knowledge independently.For example: students

38、 can use the websites of English countries to look for rich write materials, which not only can make them understand foreign culture better, but also help the students be able to create tunnel English compositions.2.2.3 The comparison of teaching effect In traditional writing teaching mode, teachers

39、 are the only organizers and governors of teaching proce.Content of course is monotonous and the way of teaching is tedious.Students are just placed in one paive position and obedient to whatever the teachers say, so they are not easy to take actively part in the proce of writing teaching.Whats more

40、, students can hardly write an tunnel article naturally, and usually all the articles are monotonous and have much grammar and expreion mistakes, lacking innovation.In multi-media network teaching mode, the blending of texts, graphics and audio-visual courseware can active clarooms atmosphere; and i

41、t also can make the abstract texts changed into pictures and animations which is a good way for students more easily to accept knowledge.Teachers establishment of writing environment with meticulous care is advantageous to produce out works of creation in special viewpoints.Teachers can organize stu

42、dents to form groups and carry on discuions for exchanging thoughts and which can largely improve students language organizational skill, also it is advantageous to the development of their ability of cooperation learning, and forming 4 well-knited writing thought.Students also can make use of campu

43、s network or Internet to collect writing materials and look for excellent writing examples, which are advantageous to cultivating their information literacy.And on the network platform, the students can evaluate and correct their works with each other, which can promote the exchanges and cooperation

44、 of each other.The teachers carry on the proce of correcting students work online and make feedback more quick.And, teachers can make use of the multi-media network according to different students study levels and characteristics to design all kinds of writing practices for them.This is very advantageous to carry on individual teaching and to teach according