多媒体在乡镇中学英语教学中的现状调查研究-以礼泉县史德中学为例.docx

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1、AcknowledgmentsFor their encouragement and support, I want to thank these private persons who have helped me to finish this passage.First, I will give thanks to my adviser Ms Wu Ying, who has helped me finish this paper and gave me some valuable advice. I do appreciate her patience. Without her cons

2、tant help, I could not complete this thesis completely. Then, I prefer to express my gratitude to other teachers and classmates who help me in so many ways during a four academic-year program. Next, I am quite appreciated for the permission to quote from reference materials. At last, I also owe an o

3、bligation to my parents for their help.AbstractWith the deepening of the current curriculum reform, Chinas township schools are also responding to the call of the new curriculum reform. In order to carry out this concept of new curriculum reform, the English teachers in middle schools have used the

4、advanced teaching methods of multimedia assisted English teaching in China, and the related research results are also emerging. It is not to be overlooked that the research is more influential in theoretical research on township schools, and the research is rare on multimedia-assisted English teachi

5、ng in township schools . Therefore, this paper investigates the application of multimedia in the middle school English teaching in the township, mainly adopts the questionnaire survey, through researching some English teachers and students in the Shi De middle school, analyzing the current situation

6、 of the multimedias application in the township English teaching .And put forward the relevant feasibility suggestions, in order to improve the township secondary school multimedia assisted English teaching effect to provide the necessary reference material.Key Words: multimedia technology; new curr

7、iculum; township middle school; English language teaching摘 要随着当前新课改的不断深入，我国乡镇中学也在响应对新课改的号召。为了贯彻新课改的这一先进理念，我国大部分乡镇中学的英语教师在教学中渐渐使用多媒体辅助英语教学，随之对这一先进的教学手段研究成果也不断涌现。但是不容忽视的是目前大部分对乡镇中学多媒体辅助英语教学的研究多倾向于理论研究，涉及多媒体辅助英语教学的调查研究尚不多见。因此，本文从对史德中学的多媒体辅助教学为切入点,采用了问卷调查法，通过对该校的部分英语教师和学生进行调查研究，分析当前多媒体在乡镇英语教学中的应用现状，发现问题

8、并提出相关可行性建议，为提高乡镇中学多媒体辅助英语教学的效果提供必要的参考素材。关键词：多媒体技术；新课改；乡镇中学； 英语教学Contents TOC o 1-3 h z u TOC o 1-3 h z u TOC o 1-3 h z u1. Introduction 12.Research Background 12.1The Development of Modern Information Technology Needs 12.2The Need for New English Curriculum Reform 22.3 Students All-round Development

9、 Needs 23.Literature Theory 33.1 A brief introduction to the definition 33.1.1 Multimedia 33.1.2 Multimedia Teaching 43.2The Stage of Development about the Multimedia 44.Investigation of the Multimedia in the Rural Junior Middle School 64.1Questionnaire Implementation 64.2The students Result of Inve

10、stigation 64.3 The teachers Result of Investigation 74.4Statistical Analysis of Survey Results 85.Conclusion 105.1Suggestions for Township Middle School 105.2 Suggestions for Township Middle School Teachers 105.3 Suggestions for Township Middle School Students 10Bibliography 12An Investigation on th

11、e Application of Multimedia in Rural Junior Middle School English1. IntroductionWith the continuous improvement of teaching quality, township middle schools have gradually joined the ranks of the new teaching. However, most of the rural junior middle school English classroom teaching situation still

12、 remain in the chalk, blackboard and tape recorder. to achieve better teaching results in a limited time, we must follow the pace of modern teaching. The use of multimedia is making the traditional teaching methods have undergone tremendous changes, electronic computer and network technology and oth

13、er multimedia education technology for the rapid development of teachers and students to provide more access to English knowledge channels, so that English classroom teaching research is maturing. However, there are still many problems in the use of multimedia teaching in township schools. This stud

14、y develops based on the authors internship experience to research.2.Research BackgroundAt present, the process of educational informatization is in full swing and the development of multimedia technology. However, the application of multimedia in English teaching in rural middle school is not boomin

15、g. Some even become a decoration.In view of this situation, it is important to investigate the current situation of the multimedias application in English teaching in the rural middle school.2.1The Development of Modern Information Technology NeedsIn the information society today, information accomp

16、lishment has become an important part of scientific accomplishment, the use of information technology, add a variety of information, identification, creative processing and processing of information, will be the 21st century high-quality talent essential skills .In the teaching of education, the rea

17、lization of multimedia technology and English courses are the organic integration of the requirements of the times, but also the inevitable curriculum integration. Timely and appropriately use multimedia to assist secondary school English teaching, it can effectively change the teachers teaching met

18、hods and students learning methods, so that students learn in the multimedia technology environment for their own English learning activities design, implementation and evaluation, consciously continue to learn , and to promote their own development and improvement.2.2The Need for New English Curric

19、ulum ReformEnglish curriculum standards pointed out: the development of modern information technology on the value of English education,goals, content and the way of learning and teaching have a significant impact on the design and experiment of Englishcourses should pay attention to modern informat

20、ion technology, in particular, to fully consider the calculation equipment, computer learning content and the impact of English - theres proposed teaching and learning changes, that is, change the past, full house irrigation to guide students to take the initiative and change the teacher to the stud

21、ents one-way delivery for the division health, life and life to more exchanges, change imitation memory for independent exploration. In the practice of the new curriculum, we found that the use of multimedia-assisted teaching methods, so that the line, sound, color, moving, static changes to make st

22、udents show specific, image, intuitive, sound and painting audio-visual materials, fully mobilize the students a variety of senses participate in learning, making the English class lively. Teachers are to evaluate the learning process of English,we should pay attention to the results of students lea

23、rning, but also pay attention to their learning process, and pay attention to the level of students learning English, but also to pay attention to their activities in English expressed emotions and attitudes, so that help students understand themselves, build confidence.2.3 Students All-round Develo

24、pment NeedsThe English Steering Committee in the Basic English for the 21st Century report pointed out: English quality will be in addition to gender, ethnic and other factors affecting the employment and income of citizens is another important factor in the United States. With the popularity of hig

25、h-tech achievements, the future information society citizens should have the following English literacy: (1) English communication skills. (2)awareness of applied English (3) the ability to solve the problem, that is “English modeling ability”. (4) master the way of thinking in English. In the high-

26、tech information society, a person can use the English mind to think about the various problems, that is considered to have good English quality.3.Literature TheoryIn this chapter, we will briefly introduce some theories or definitions and the stage of development about the multimedia in the rural j

27、unior middle school.3.1 A brief introduction to the definitionMultimedia plays an important role in studying English. But there are still some people on the concept of the media, multimedia, multimedia technology and multimedia teaching are relatively vague. The following is an introduction to these

28、 concepts or definitions.3.1.1 MultimediaMultimedia (Multimedia), composed of multiple and media complex, literally, generally understood as a combination of multiple media. Xu Zhijian (2010: 6) in the multimedia foreign language teaching theory and methods cited two computer domain multimedia defin

29、ition, one is APPLE company Wollaston definition: multimedia is the text, graphics, animation, video and audio information, computer It is the glue that connects them. The other is Sun Microsytems definition of Jeef Morgam: Multimedia is a combination of knowledge and creation of traditional compute

30、r media - text, graphics, images and their analysis (video) and audio and information exchange. As we all know, in the computer field, the definition of multimedia is more consistent, are clearly stressed the indispensable role of the computer. However, in the field of foreign language teaching in C

31、hina, the definition of multimedia is still vague, can not tell the multimedia, traditional multimedia, multimedia multi-media and multimedia technology concept, there is indeed a matter of fact.Multimedia contains two meanings. The first layer, refers to the traditional multimedia, which is a varie

32、ty of media synthesis; the second layer, refers to the computer multimedia. Computer multimedia is text, graphics, images, sound, animation, video and other single, one-way media through the computer technology for digital processing to single or multiple synthetic, one-way or human-computer interac

33、tion form of information media. Multimedia is one of a variety of media. Binary digitization is the distinguishing point of computer multimedia and traditional multimedia.3.1.2 Multimedia TeachingThe computer multimedia teaching refers to the teaching in accordance with the requirements of teaching

34、dynamic, organic use of computer multimedia teaching activities with integration, dynamic, controllability, interactive, network and other characteristics, is a variety of media teaching of a kind. At present, computer multimedia teaching belongs to the teaching and has two main modes: centralized c

35、ontrol of teachers and common control of teachers and students. And most of the multimedia teaching in townships and middle schools belongs to the centralized control of teachers. The hardware is composed of micro-multimedia computer system, projector and large screen. The software is composed of gr

36、aphic window operating system, courseware making system, office software and graphic software , audio and video software and other components, the operation method by the teacher centralized control, students through the screen to show the content and teacher interaction. After development, in the n

37、ext few years to achieve the screen from the white cloth screen to the development of electronic whiteboard, to increase the interaction between teachers and students. On behalf of the more advanced multimedia model is the common control of teachers and students, teachers and students a high-speed I

38、nternet connection of high-profile multimedia computers on hardware, such as notebooks, touch-screen large-screen Tablet PC, a variety of electronic products, multimedia computer. The use of electronic classroom software, centralized control, textbooks, resource library, display, practice, test, ass

39、istant, interactive, virtual, network connectivity and other functions as a whole, is a pure digital teaching mode. The typical application of the common control of teachers and students is the computer-aided language teaching prevalent in foreign language teaching in colleges and universities, name

40、ly CALL. As the teachers and students of the common control of multimedia teaching model of the government financial resources, teachers and students of the computer application ability, the students have a higher self-control requirements, so in the basic education stage has not been able to expand

41、 a large area.3.2The Stage of Development about the MultimediaThe first stage is the eighties to the mid-nineties, the multimedia applied to the study of English disciplines in the basic audio-visual software and other traditional multimedia materials understanding and introduction. At this stage, p

42、eople in the role of multimedia in English teaching has become more and more profound understanding and experience.The second stage is the mid-nineties to the beginning of this century, the study from the traditional multimedia to computer multimedia, the content of the study has experienced a chang

43、e from the role of teachers in the multimedia environment, student learning mode conversion, and then the use of specific teaching development of. At this stage, excellent English education software is also gradually developed.The third stage is the reflection and reconstruction of language multimed

44、ia in recent years. With the gradual application of computer multimedia in rural middle schools, the application of multimedia in rural junior middle school English teaching is also relatively developed. Some teachers have found that multimedia in rural middle school English classroom there are many

45、 problems, such as: multimedia facilities simple; teachers operating capacity is relatively weak; multimedia equipment has become a display, only in the open class when the multimedia-assisted teaching. With the multimedia in English teaching shows the superiority of the township junior high school

46、teachers began to pay more attention to the application of multimedia, multimedia applications began their own training and the use of capacity improvement. So far, teachers, students, schools gradually realized the importance of multimedia teaching and the need to achieve a certain development. The

47、 effect of multimedia-assisted instruction has also been improved. However, the current number of multimedia applications in rural junior high school English teaching less, narrow range. Chinas rural areas and its vast distribution, such as Li Quan County, Shi De Middle School and Shaanxi Province,

48、separated from the countryside and economic and educational development is not balanced, the multimedia in the junior high school English teaching application survey also need to be further developed. This will need to widen the scope of the study so that the results of the study are closer to the r

49、ealities of the township middle schools, and provide a more effective basis for the application of multimedia in the teaching of township English in China, and the problems in the use of junior middle school English teaching To find and analyze, and put forward some corresponding measures and feasibility recommendations, in order to promote the development of Chinas township multimedia teaching, which is the fundamental starting