多媒体辅助中学英语教学的研究.docx

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1、多媒体辅助中学英语教学的研究摘要自进入九十年代以来，多媒体技术迅速兴起、蓬勃发展，其应用已遍及国民经济与社会生活的各个角落，正在对人类的生产方式、工作方式乃至生活方式带来巨大的变革。多媒体具有图、文、声并茂甚至有活动影象这样的特点，充分发挥多媒体教学的优势，对于培养学生的创造思维具有重要作用。然而，如果多媒体技术得不到合理应用，不但发挥不了促进教学的作用，反而会阻碍教学的步伐，所以在英语教学中如何合理利用好多媒体进行教学以及解决多媒体教学存在的问题成为我们当前所面对的新课题。本文通过对多媒体辅助中学英语教学现状进行分析，了解教师在英语教学中使用多媒体的情况和学生在多媒体辅助下的学习状况。基于建

2、构主义理论和认知主义理论阐述多媒体辅助教学的具体情况，分析多媒体辅助教学的一些误区，并对这些问题进行了反思，提出了应对策略，使多媒体在英语教学中发挥更合理的作用。关键词：多媒体；中学英语； 建构主义； 策略； 误区AbstractSince the 19th, with the rapid and vigorous development of multimedia technology, it has been used all over the national economy and social life in every respect, it has brought great c

3、hanges to the human beings production methods, working methods and lifestyle.Multimedia has features such as graphs, text, sound, and even moving images, give full play to the advantages of multimedia teaching has an important role for cultivating students creation. The new curriculum reform has put

4、 forward new requirements . However, if the multimedia technology can not be applied rationally, it can not play the role of promoting teaching. Therefore, what we are facing a new topic is how to do the rational use of multimedia to teach and solve the problems of multimedia teaching in the pace of

5、 teaching in English teaching.This paper analyzes the current situation of multimedia teaching in multimedia secondary schools,the situation of teachers use of multimedia in English teaching and the learning situation of students in multimedia. Based on the theory of constructivism and cognitiveism,

6、 this paper validates the advantages of multimedia-assisted teaching and expounds the specific situation of multimedia-assisted teaching from the four aspects of English listening, speaking, reading and writing. It also analyzes some errors of multimedia-assisted teaching. Then put forward the count

7、ermeasures to reflect on these problems, make multimedia play the important and more reasonable role in English teaching, play its advantages as much as possible, stimulate students interest and initiative to improve the teaching quality.KeyWords ： Multimedia；the middle school English；constructivism

8、； strategy；misunderstandingContents1. Introduction1.1 Context of the Research1.2 Purpose and Meaning of the Research2. Literature Review2.1 Summarize of Multimedia Teaching2.2 The Research Status of Multimedia Assisted English Teaching3. Theoretical Basis3.1 Constructivism Learning Theory3.2 Cogniti

9、vism Leaning Theory4. Analysis and Suggestions on Multimedia Assisted Middle School English Teaching4.1 Analysis of Multimedia Assisted Middle School English Teaching4.1.1 Multimedia Courseware of Mechanical Display4.1.2 Courseware is too Fancy4.1.3 Too Much Information4.1.4 Over-reliance on Multime

10、dia4.2 The Ways to Improve Multimedia Assisted Middle School English Teaching4.2.1 Teacher s Ieading Role Can not Be Changed4.2.2 Multimedia Should be Combined with Traditional Teaching Models4.2.3 The Training of Teachers to Use Computer Multimedia Skills4.2.4 The Cultivation of Teacher - Student I

11、nteraction5. Conclusion6. ReferencesContents1.Introduction 11.1 Research background 11.2 Research significance 32. Literature review 42.1 A Survey of Multimedia Teaching 42.2 The Status Quo of Multimedia Assisted Middle School English Teaching 73.Theoretical basis 93.1Constructivism theory 93.2 Cogn

12、itive Theory 114. Analysis and Suggestions on Multimedia Assisted Middle School English Teaching 134.1 An Analysis of Multimedia Assisted Middle School English Teaching 134.1.1Multimedia Courseware of Mechanical Display 134.1.2 Courseware is too Fancy 144.1.3 Too Much Information 144.1.4 Over-Relian

13、ce on Multimedia 154.2 Preventive Solution 154.2.1 Teacher s leading Role Can not be Changed 154.2.2Multimedia Should be Combined with Traditional Teaching Models 174.2.3The Training of Teachers to Use Computer Multimedia Skills 184.2.4The Cultivation of Teacher - Student Interaction 20The Research

14、of Multimedia Assisted English Teaching in Middle School多媒体辅助中学英语教学的研究1.Introduction1.1 Research backgroundIn the early 1990s of last century, teachers have begun used multimedia to teach, but that time, teacher is the main part of teaching activities, playing the leading role in the entire teaching

15、 activities. In the mid-1990s, although the efficiency and effectiveness of multimedia teaching were further improved, it was not completely separated from the teacher-led teaching model(Mayer 2001). From the late 90s of last century to the present,the combination of multimedia technology and networ

16、k technology, this new multimedia teaching model was gradually formed and at a rapid speed of development.With the growth of information and the extensive application of computer technology, knowledge is updating faster and faster. The information age requires people to develop their knowledge and i

17、ntelligence highly. While the traditional education was aimed at teacher-centered, classroom-centered, book-centered teaching activities, which is difficult to adapt to the education requirements. Recently, the main goal of education should be developed the intelligence and creativity. It is a major

18、 development trend of English teaching that take the combination of multimedia teaching methods and traditional English teaching methods.It is very necessary to continue to promote the application of multimedia-assisted teaching in middle school English classroom. It not only enables teachers and st

19、udents to realize the importance of multimedia support, but also can improve students interest in learning English and achieve the virtuous circle of English teaching in middle school. However, after several years of practice, the result is not ideal for multimedia-assisted teaching. The problems in

20、clude: multimedia offside have weaken the role of teachers; multimedia have show too much information, affecting the digestion and absorption of students. But there are lots of reasons resulting in the above problems. The first reason is that teachers have the deviation for multimedia-assisted teach

21、ing theory;secondly, teachers were lack of the practical skills of computer training.Therefore, teachers should correctly understand and learn the theory of multimedia-assisted teaching, the school also should strengthen the teaching of multimedia teaching skills on teachers, so that teachers will b

22、e skillful in the actual teaching in the application of multimedia technology, striving to achieve the integration of teaching and multimedia technology . Finally, multimedia-assisted classroom teaching activities can become more effective.1.2 Research significanceHigh school now have many types of

23、curriculum, students often feel tedious during learning, so the learning process will be relatively difficult, most of the students are doing much exercise this tactic to consolidate the knowledge, the teacher is the majority of spoon-fed teaching methods. While multimedia teaching has its own chara

24、cteristics. First of all, multimedia teaching can provide a variety of intuitive information, so that students can immerse into the learning atmosphere, then they can get the formation of a strong visual impact. Secondly, multimedia teaching have a strong interaction and control, which helps to make

25、 students directly involved in teaching activities, and can be flexible and easy to control and manage the various functions of multimedia. Moreover, many of the multimedia teaching information is digital information, which is easy to copy and modify. It will make our teaching easier. Finally, in te

26、aching activities, multimedia teaching is often used by hypertext, hypermedia way to organize information and teaching. This kind of non-linear jump is often similar with our thinking habits. These features of multimedia are also its advantages, so multimedia teaching in our teaching activities is a

27、ttractive. Multimedia teaching provides the service that other teaching methods can notreplace. The service provides a new teaching method for the teaching, especially in the new curriculum environment, with teachers and students have more interaction, the mode that students are active participation

28、 in teaching , will be fully play the advantages of multimedia teaching, and get the better quality of education.Although the multimedia in teaching has many advantages in teaching, the teachers concept of the computer skills are in a low level, and with the lack of teacher-related theory, when in t

29、he actual multimedia-assisted teaching activities, there are often many problems. Therefore, the core of this paper lies in two aspects: First,take the in-depth study of the use of multimedia technology in English teaching and find the various problems in the process; Second, according to some pract

30、ical problems during multimedia-assisted English teaching and put forward the feasibility of the proposal.2. Literature review2.1 A Survey of Multimedia TeachingMultimedia technology refers to the computer and the comprehensive processing and management of the text, data, graphics, animation, sound

31、and other multimedia information(Peter,2000), so that users can use a variety of senses to exchange technology about the real-time information with computer. Multimedia technology is one of the elements of information technology, it has an excellent effect in the creation of vivid image of the teach

32、ing scene and rendering the atmosphere,which has a strong supporting role in the language class teaching. In the field of teaching, people often think of PPT with a reference to multimedia. In fact, multimedia is not equal to PPT. Any combination of text, images, sound more than two kinds of media c

33、an be called multimedia, it can contain a variety of elements in the integrated platform , rather than limited to PPT.According to the practical application and concept of multimedia teaching, we can summarize the three basic characteristics of multimedia teaching: diversity, integration and interac

34、tion.Diversity refers to the diversity of information types. The use of multimedia teaching to assist English teaching, its diversity can transform the information, processing, using text, graphics, video, audio and other forms of information to students, it can also enrich the classroom teaching, e

35、nhance the dynamic content of teaching content. Especially the use of auditory and visual to stimulate the students senses, greatly enhance the students acceptance and understanding of information.Integration mainly includes two aspects: First, the integration of stored information, such as video eq

36、uipment, audio equipment, storage systems and computers; the second is the carrier information and carrier integration, such as text, digital, graphics, animation, sound and video images and so on. In English teaching, the storage of teaching resources is abundant, both teachers and students can use

37、 the teaching resources in many aspects.Interactive feature is the means of the main difference of multimedia and television, movies, which just provide the one-way information. As a human-computer interaction interface, learners can use the keyboard, mouse, touch screen, microphone and other equipm

38、ent to do some interaction with teachers, which enables learners to participate in teaching activities and provide feedback information（Alan and Marina 2009).Interaction can effectively stimulate students interest in the process of learning,so that students can have a strong desire to learn, and to

39、form a motivation about learning. Whats more, the interaction can also enhance the learners attention and understanding of information so as to extend the time of storage. Interaction is a unique feature of multimedia, because of this feature, it not only makes the multimedia computer become a means

40、 of teaching methods, but also as an important factor to change the traditional teaching model and even in teaching ideas. Now in English phonetics teaching, this feature is taken into the multimedia voice teaching.The reason why multimedia has a significant impact on modern education is that closel

41、y linked with the characteristics of multimedia itself . When it is combined with English teaching, it must have a great effect on English teaching, and promote the comprehensive development of English teaching（何桂庆 2003).2.2 The Status Quo of Multimedia Assisted Middle School English TeachingChinas

42、computer information technology started late, so was the multimedia-assisted English teaching. Chinas multimedia-assisted teaching is based on the early audio-visual education. Since 1960, slide, recording, video clips into the citys primary and secondary schools and university class, China began to

43、 produce some audio-visual aspects of related materials and learning materials; some foreign language institutions began to use the simple language laboratory and advanced Audio - visual equipment. In 1981, China created its own computer-aided teaching system and auxiliary teaching management system

44、（汤燕瑜，2011), after that, it was at an rapid development of computer multimedia teaching in China, the computer hardware and software construction, computer-aided teaching experimental research and research, and computer multimedia teaching related works increasingly prosperous together.Nowadays, the

45、multimedia-assisted teaching technology has applied to the teaching activities of each department. Compared with the traditional teaching methods, the multimedia-assisted teaching has its outstanding advantages, multimedia auxiliary role has showed its particular significance. Firstly, multimedia-as

46、sisted English teaching has re-integrated the traditional teaching model listening and writing elements, so that we can complete a language classroom in a variety of language skills training, the learning efficiency will be greatly improved. Secondly, multimedia-assisted English teaching design more

47、 teaching situation that close to the actual life for students, to stimulate the students senses, inspired their motivation and learning interest, has played a catalytic role on the image of students thinking and creative thinking.At present, in addition to the advantages of multimedia-assisted Engl

48、ish teaching, there are many shortcomings in the practical application of the classroom. The application of multimedia-assisted teaching in schools mainly focuses on the feasibility of multimedia teaching in primary and secondary schools and even in university classrooms, and the misunderstanding an

49、d coping strategies. In the process of multimedia-assisted English teaching, teachers were lack of the correct theoretical guidance; difficulties in organization and management ; computer multimedia hardware and software construction is not coordinated; teaching software and teaching materials can not keep up with the development of hardware, and other problems. We should recognize the lack of multimedia-assisted Engl