中学多媒体英语教学的问题和完善策略_毕业论文(21页).docx

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1、-中学多媒体英语教学的问题和完善策略_毕业论文-第 19 页编号 090401105 毕业论文 （ 2013 届本科）题 目： 中学多媒体英语教学的问题和完善策略 学 院： 外 国 语 学 院 专 业： 英 语 作者姓名： 甘 有 龙 指导教师： 王 晓 丽 职称： 讲 师 完成日期： 2013 年 5 月 25 日二一三年五月目录河西学院本科生毕业论文（设计）诚信声明1河西学院本科生毕业论文（设计）开题报告2正文7河西学院本科生毕业论文（设计）题目审批表29河西学院本科生毕业论文（设计）指导情况登记表30河西学院本科生毕业论文（设计）指导教师评审表31河西学院本科生毕业论文（设计）答辩记录表

2、32河西学院本科生毕业论文（设计）诚信声明本人郑重声明：所呈交的本科毕业论文（设计），是本人在指导老师的指导下，独立进行研究工作所取得的成果，成果不存在知识产权争议，除文中已经注明引用的内容外，本论文不含任何其他个人或集体已经发表或撰写过的作品成果。对本文的研究做出重要贡献的个人和集体均已在文中以明确方式标明。本人完全意识到本声明的法律结果由本人承担。 作者签名： 二O一二 年 五月二十五日外国语学院毕业论文开题报告专 业: 英 语 学生姓名: 甘 有 龙 班 级: 09级1班 指导教师: 王 晓 丽 开题日期: 2013年3月8日 论文题目The Problems and Improving

3、 Strategies of Multimedia English Teaching in Middle School 中学多媒体英语教学的问题和完善策略一、本选题的目的和意义和传统中学英语教学模式相比，多媒体辅助英语教学对中学英语教学有着更加明显的促进作用。但在实际操作过程中，由于教师，课件，以及教学过程等诸多方面的原因，使得多媒体英语教学未能完全达到预期效果。为此，本文从教师角色，课件设计和多媒体课堂活动安排着手，分析了多媒体英语教学在中学实践中的问题和对应的完善策略，以发挥多媒体辅助教学的应有优势。本文从教学实际出发，在分析当前多媒体英语教学现状的起初上，就多媒体辅助，英语教学所面临的问

4、题，及其解决策略进行了论述，以使多媒体英语教学更快更好发展。并从教师，课件和课堂活动方面，反别论述了其对应的完善措施，以使多媒体英语教学在中学课堂中发光发热。二、本选题相关领域研究的现状及基本情况多媒体辅助英语教学是当前中学外语教学的主要趋势，近年来，许多教师和研究者在中学外语教学中展开实验，进行了实证研究，已有很多关于中学多媒体英语教学的学术研究。例如：2008年，孙仁杰在新形势下英语多媒体教学的现状和反思中指出了教学课件在中学英语教学中的重要媒介作用；2010年，张淑文在从素质教学实际看多媒体英语教学中表述了多媒体英语教学的特点、理论依据、功能效果和教学技术展示等策略；2010年尹虹霓在多

5、媒体教学在英语课堂中的深化发展中解析了多媒体英语教学在课堂中深化的重要性和深化发展的举措；2011年，霍芳在多媒体在英语教学中的应用中则指出，多媒体英语教学能使教学内容生动化、学生技能立体化、教师角色现代化。总之，由于多媒体教学的普遍性，关于中学多媒体辅助教学的实证研究涉及到研究面较广。而在这当中，多媒体英语教学的优势、教学模式、课件、课堂活动以及教师、学生角色等方面是较多涉及的角度。但由于相关研究在普遍性和广泛性的匮乏，以及对英语辅助教学的模式和方法研究还不够。由此可以看出，关于中学多媒体英语教学还具有极为广阔的研究空间，需要人们不断的拓宽角度来研究更广泛的内容，进而完善多媒体辅助教学。三、

6、主要研究的内容 本论文共分为五部分。第一部分为前言，主要介绍中学多媒体英语教学的现状。第二部分主要介绍.多媒体英语教学的优越性。第三部分，对中学多媒体英语教学中的问题进行描述。第四部分，详述了中学多媒体英语教学的完善策略。第五部分，总述了中学多媒体英语教学的重要性和中学多媒体英语教学改革发展的必要性。1.前言1.1中学多媒体英语教学的现状2.多媒体英语教学的优越性3.中学多媒体英语教学的问题 3.1未能发挥多媒体辅助教学的优势 3.2忽略了师生间的情感交流 3.3未能使学生始终关注教学内容4.中学多媒体英语教学的完善策略 4.1提高教师教学能力4.2优化课件设计制作 4.3合理安排教学活动5.

7、总结四、参考文献1 White, R. V. The ELT Curriculum, Design, Innovation and ManagementM.Oxford: Basil Blackwell, 1988. 2 Jeremy 11. How to Teach EnglishM.Foreign Language Teaching and Research Press, 2000.3 普通高中由于课程标准. 中华人民共和国教育部制定S.人民教育出版社, 2003.4 金立萍. 浅论多媒体英语教学中从在的问题及对策J.湖北广播电视大学学报,2006(4)：139-141.5 张淑文. 从素

8、质教学实际看多媒体英语教学J.学术研究,2002(8)：146-149.6 张凤山. 多媒体英语教学无忌J.科学教育, 2008(1)：93.7 孙仁杰. 新形势下英语多媒体教学的现状和反思J.内蒙古农业大学, 2008(5)：179-181.8 路静. 多媒体英语教学存在的问题及对策J.廊坊师范学院, 2009(4)：101-102. 9 尹虹霓. 多媒体教学在英语课堂中的深化发展J.学科教育, 2010( 8)：191-192. 10 霍芳. 多媒体在英语教学中的应用J.太远城市学院学报, 2011(8)：147-148.11 娜敏. 近十年我国多媒体辅助外语教学实证研究文献评析J.内蒙古

9、师范大学学报, 2012(7)：112-116.五、预期的论文撰写进度计划1. 2012年10月-12月确定论文题目 2. 2012年12月- 2013年3月1日提交初步论文提纲及相关文献资料查询情况 3. 2013年3月2日-3月15日完成论文开题报告，交指导老师审阅 4. 2013年3月16日-4月7日完成第一稿，指导教师审阅 5. 2013年4月8日-4月26日完成第二稿，指导教师审阅 6. 2013年4月27日-5月12日完成第三稿，指导教师审阅 7. 2013年 5月13日-5月17日继续修改论文直至定稿 8. 2013年5月18日-5月25日上交论文终稿及相关表格，进行教研室、院级

10、论文答辩 六、完成论文的条件、方法及措施 （一）条件 1已经修完英语专业的所有课程，对英语教学法和第二语言习得有一定的了解； 2学校图书馆具备有关本论文研究所需的丰富的书籍、期刊等参考文献，学院资料室的原版外文资料可供参考借阅； 3已经收集有关该选题的较丰富和全面的文献资料； 4具有上网条件及丰富的网上资源。 （二）方法及措施 1利用图书馆和互联网进行资料的检索查阅； 2论文撰写小组之间讨论交流；3. 向指导教师寻求帮助和建议。描述性研究法：将已有的现象、规律和理论通过自己的理解和验证，给予叙述并解释出来。文献分析法：根据一定的研究目的或课题，通过调查文献来获得资料，从而全面地、正确地了解掌握

11、所要研究问题。案例研究法：针对研究对象进行观察、分析，总结其行为特征，从而获得真实的研究素材，全面了解研究课题。七、指导教师的意见及建议 签名： 年 月 日 教研室意见负责人签名：年 月 日学 院 意 见负责人签名：年 月 日The Problems and Improving Strategies of Multimedia English Teaching in Middle SchoolGan YoulongUnder the Supervision ofWang XiaoliCollege of Foreign Languages and LiteratureHexi Universi

12、tyMay 2013ContentsAbstract（English） 3Abstract（Chinese） 41. Introduction52. The Superiority of Multimedia Assisted English Teaching 52.1 Varies and plentful teaching reasources52.2 Vivid teaching situation 52.3 Effective teaching methods 62.4 Consistent with the characterstics of the English teaching

13、 content in middle school 63. The Existing Problems in Multimedia English Teaching in Middle School73.1 Being unable to make good use of the advantage of multimedia English teaching73.2 Negeleting the emotional communication between students and teacher 83.3 Being unable to attract students attentio

14、n to the content 94. The Improvement Strategies of the Multimedia English Teaching in middle school 94.1 Improving teachers teaching ability 94.2 Optimizing the design of the courseware 104.3 Arrange the teaching activities reasonably135. Conclusion 13References 14Acknowledgements 18AbstractWith the

15、 development of modern technology, Multimedia Assisted Teaching is put in wide practice in English teaching because of its vividness, directness and large messages. This modern teaching method has provided English teaching reformation necessary technology and prospect, and enriched the pattern and a

16、pproaches of English teaching. In the daily teaching, however, Multimedia Assisted English teaching still has some problems in the process of courseware design, application and screening, often rely on commercial PPT, and focus too much on the form of courseware, while ignoring the students learning

17、 differences as well as the interaction between teachers and students. And too many courseware with attractive form could easily influence the students learning effect and interest in class. We need to pay attention to the problems and solve them positively.On the basis of practical teaching, this a

18、rticle discusses the advantages and disadvantages in Multimedia Assisted English teaching from courseware design, teachers role and teaching design and puts forward some strategies in order to achieve the prospect goal of multimedia- aided English teaching.Key Words：Multimedia Assisted Teaching; Eng

19、lish teaching in middle school; problems; countermeasures 摘要随着现代科学技术的发展，多媒体技术以其生动、直观、信息量大等优势被广泛应用于英语教学，为中学英语教学改革的发展与深入提供了必要的技术手段和广阔前景，极大地丰富了中学英语教学的方式和结构。然而，在日常教学中，教师往往过多依赖教学课件，并且在课件设计、课件应用和课件放映过程中，过多关注课件的形式，而忽略了学生的学情以及师生间的互动。过为繁多、过为花哨的课件，容易影响学生的接受效果和学习兴趣。这些问题需要我们引起重视并积极解决。本文以实际教学效果为参考，从课件设计、教师角色和教学设

20、计环节提出相应的解决策略，以使多媒体英语教学达到预期的效果。关键字：多媒体技术；中学英语教学；问题；完善策略1. IntroductionThe highest order of new curriculum in high school is everything for the childrens development. And the development is a dynamic process. The multimedia auxiliary English teaching combined the language, culture, thought, expression

21、, form and other aspects together. This always emphasizes the use of context, emotion perception, and takes priority over the understanding and the using of language. Moreover, multimedia auxiliary English teaching advocates the integrated use of listening, speaking, reading and writing skills, to i

22、mprove the teaching effect. A lot of characteristic of multimedia English teaching is incomparable to the traditional teaching style. 2. The superiority of Multimedia Assisted English teachingIn the traditional English teaching mode, the teachers mainly apply a piece of chalk, a book, a blackboard a

23、nd a mouth as the only Medias to teach. The blackboard writing and interpretation of the class always occupies a lot of time. Thus, the teaching information is easy to be restricted. While multimedia English teaching breaks the information dissemination of space-time boundaries. Images, pictures and

24、 varies forms of teaching resources and teaching software are add to the teaching process. Both saves time, and increase teaching density per unit time, to speed up the rhythm of classroom, which makes teaching interlocked. Whats more, multimedia assisted English teaching also plays an important rol

25、e in improving the classroom efficiencyAttention is the only gateway to our hearts, all kinds of consciousness have to pass through him before taken by us.(Educator Ushinski 1990), which shows that the best way of learning a language is try to have a good context. The multimedia English teaching com

26、bined the sound and image together. By the way, which not only shorten the distance between the teaching and the reality, but also provide opportunity for students to use English in real communication, and meantime, to satisfy their curiosity and active psychological, to make them be moved by what t

27、hey see. And as a result, stimulate their desire of expression.Multimedia English teaching has innovated the single mode of teaching situation. The musical teaching methods can make students see vivid demonstration, interesting and pleasing visual background in class. And as a result, which will enh

28、ance the sensory effect of students, and help students to having a good understanding and acceptance of the course content. No matter how, it is beneficial and conducive for students to master and memory knowledge in a happy and relaxed way. In addition， the ultimate goal of middle school English te

29、aching is of great help for students to having a solid mastery of basic knowledge, namely cultivating and training students learning ability, rather than just learning language knowledge. Middle school teaching materials, especially in high school teaching material, has a large quantity of foreign m

30、aterials, including many celebrity stories as Marx, Einstein, Martin Luther King, Madame Curie and classics, such as “a tale of two cities”, “million pounds”, have a lot of audio-visual materials. We can use multimedia technology to mix with the materials in the courseware, to make the students unde

31、rstand the text in different angels. Take the reading passage of “The Birth of a Festival” in the senior students book (1B) as an example. Students could not fully understand the long history and rich culture of an African holiday, Kwanzaa, without the assisting of relative audio-visual materials, b

32、ecause of the cultural difference. While in Multimedia English teaching, images, pictures and varies form of teaching resources could create a vivid cultural context and help students to master the forming process of the holiday and its interesting background knowledge about African Americans. So, t

33、here is no denying the fact that the demon text explanation is incomparable to the teaching with the using of multimedia courseware. Whose presentation can reflect the principle of combining practical English teaching, culture, knowledge and interest together in real English teaching.3. Existing pro

34、blems in Multimedia English Teaching Although the multimedia English Teaching in middle school has injected new blood in English teaching, and have provided ideas for the reforming of the traditional English teaching mode. But there are some problems existing in the practice, as a consequence, the m

35、ultimedia teaching cannot fully play its assisting effect in teaching. Below are some common problems in multimedia English teaching. 3.1 Being unable to make good use of the advantage of multimedia English teachingIn English teaching, some teachers rely too much on the multimedia courseware. And th

36、us, simplify or even omit the preparation process of teaching. In English class, it is common to see the teacher smart mouse in hand, presenting the teaching content page by page. The teacher has now become a computer operator and projectionist, which is far from the disseminator of knowledge as was

37、 known to us originally. The teaching style, teaching idea and teaching art will no longer exist. Predictably, the teaching effect will be severely affected. In addition, some teachers tend to download courseware from the Internet without s second thought or just toss all sorts of things together, m

38、aking an unscientific, incomplete courseware with gorgeous looking but broken fragments. This kind of “blind copy” is regardless of the distraction in different areas, and different situation both in school and student learning. And makes it impossible to play the advantages of multimedia teaching,

39、Worse more, make students more and more confused in English learning.3.2 Neglecting the emotional communication between students and teacher Learner centered teaching mode requires teachers to pay more attention to the cultivation of students autonomous learning awareness, and broaden learners main

40、body effect in an all round way. And if teachers in the multimedia classroom just operating courseware demo, while ignore its role in inspiring and guiding, will make courseware became the center of language learning, and learners would just passively follow information on the big screen, rather tha

41、n digest application actively. This is bound to affect the students attention, thus influence the learning interest, eventually led to an unexpected learning effect. In the long term, the students interest in learning English will disappear. Because of the intervention of multimedia in English teach

42、ing. On the one hand, the teacher will focus on the smooth transition of courseware, which causes courseware operating like flowing water. And makes students just passively accept knowledge without thinking about it. So the students just accept the knowledge passively, rather than learn to form a ha

43、bit of thinking inertia. On the other hand, the students are busy to deal with dazzling courseware, too busy to thinking and asking questions. In virtually, the emotional communication between teachers and students will be hindered.There is no denying the fact that teachers solid basic skill, profou

44、nd knowledge and their charming, has subtle influence to the students. Fluent blackboard writing, record the situation of students classroom activities, embody the students by face-to-face instruction. These are of great help for students to learn a language well. Of course Multimedia courseware can

45、not match the effect forever.3.3 Being unable to attract students attention to the content In English teaching, some teachers pay too much attention to the outlook of courseware, using a large number of independent graphics, audio information, resulting in the commission of understanding for its com

46、plicate background and frequent change of the courseware pictures, it is easy to make the attention of students to the appreciation of the pictures, while ignore the cultivation of knowledge and language learning. So that the difficult point in teaching is not clear, and which, weakened the awareness of students to attach on the text, and consequently, makes it difficult to achieve the ideal teaching effect. The mul