情感因素在多媒体英语教学中的重要性Word文档下载推荐.docx
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情感因素在多媒体英语教学中的重要性Word文档下载推荐.docx
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笔者认为,多媒体英语教学环境对师生之间的情感因素产生了很大的影响。
本文分析了多媒体应用于英语教学的背景和理论基础,强调了情感因素在英语学习中的重要性,同时,分析了多媒体环境影响师生情感因素的原因,并据此提出了一些对策以期能够提高多媒体环境下英语教学的质量。
关键词:
情感因素多媒体英语教学
Abstract
Inrecentyears,havingmadeagreatimprovementofEnglishteaching,multimediatechnologyandnetworktechnologyhavebeenwidelyusedinthemodernEnglishteachingclass.Butatthesametime,multimediateachinghasledtoalotofnewproblems.MultimediaenvironmentofEnglishlearninghasasignificantimpactontheemotionalcommunicationbetweentheteachersandthestudents.ThispaperanalyzesthebackgroundandtheoreticalbasisoftheusingofmultimediainEnglishteaching,emphasizestheimportanceoftheemotionalcommunicationbetweentheteachersandthestudentsduringtheEnglishlearning,analyzesthereasonwhymultimediaenvironmentofEnglishlearninghasasignificanteffectontheemotionalcommunicationbetweentheteachersandthestudents,andfindsoutanumberofmeasuresinordertoimprovethequalityofEnglishteachinginthemultimediaenvironment.
KeyWords:
EmotionalFactors;
Multimedia;
EnglishTeaching
Contents
1.Background1
2.TheoreticalBasis2
2.1BasicTheory2
2.2TheoryofLanguageLearning3
2.3Teachingstrategies5
2.4ImportanceofemotionalfactorsduringEnglishteaching5
3.CharacteristicsofMultimedia-assistedTeachingandPrinciplesofEnglish6
3.1Characteristicsofmultimedia-assistedteachingofEnglish6
3.2Principlesofmultimedia-assistedteachingofEnglish8
4.ProblemsinMultimedia-assistedEnglishTeaching10
4.1ManydisadvantagesintheEnglishteachertraining10
4.2Errorsandblindspotsinmultimedia-assistedEnglishteaching10
4.3Multimediaenvironmentaffectingthecommunicationbetweentheteachersandthestudents11
5.CountermeasuresandSuggestionsintheMultimedia-assistedEnglishTeaching13
5.1UsingmoderneducationaltheorytoguidemultimediaEnglishteaching13
5.2Raisingteachers’abilitytoapplyinformationtechnology14
5.3Increasingtheteachers’masteryoflearningcontent,andreducingtheirrelianceoncourseware14
5.4Coordinatingtherelationshipbetweenteachers,learnersandmultimedia14
6.Conclusion15
References
Acknowledgements
AnalysisoftheEmotionalImportanceintheMultimediaEnglishTeaching
1.Background
Today,traditionalteachingisundergoingprofoundchange,withmoderninformationandcommunicationtechnologiesandthedevelopmentofinteractivemultimediatechnology,andthecombiningofthemwithmoderneducation.Thepurposeoftheteachingisfromthefocusonhowtostandardizetheoperationoftheminimuminputformaximumincome,tograduallyshiftthefocusonindividualstudentlearningdifferencesandindividualdifferencesbasedonthebasisofteamsolidarityandcollaboration;
fromsimplyfocusonstudentlearningfromtheinitiativeandautonomy,tobecomeincreasinglyconcernedabouttheinteractionbetweenteachersandtheimpactonteachingeffectiveness.
Inrecentyears,moderneducationhasbeendevelopingandmodernteachingtechniqueshasbeenspreadingwidelyinvariousinstitutionsandteachers“skillsinmultimediaclassroomhasbeenanimportantindicatorinevaluatingthequalityoftheteachingprofessionandthestudents”qualitywhohasbeenstudyinginteachertrainingcollege.MinistryofForeignLanguageTeachingHigherEducationSteeringCommitteeissuedcolleges‘‘Englishcurriculum”(2000)pointedout,“Teachersshouldusemodern,diverseandcomprehensiveteachingmodelactively,andmakefulluseofexistingaudio-visualequipmentbasedontheactiveexplorationanddevelopmentofcomputer-aidedteaching.”MinistryofEducation,“Inthe21stcenturyforeignlanguagesviewsonthereformofundergraduateeducation,”states:
“Inthe21stcentury,thereformofthetrainingobjectives,contentspecifications,teachingandcurriculumConstructionofforeignlanguageprofessionalscanbeachievedthroughthereformofteachingmethods.Inspirationandguidanceareimportantduringtheteaching,andthestudentsshouldbegivensufficientspacetothink;
extra-curricularactivities,whichshouldbepaidmorettention,whichshouldbecarefullydesigned,makingthestudentsstudy,think,practiceandinnovate.Theusinganddevelopmentofbroadcasting,recording,projection,movies,television,video,computer,multimediaandnetworktechnologyprovideabroadprospectforthereformofforeignlanguageteachingmethods.”BasicEducationin“Englishcurriculumstandards”alsorequiresteacherstomakefulluseofmoderneducationaltechnologyanddevelopEnglishteachingresources;
andrequiresteacherstousemoderninformationtechnologyasthecarrierofEnglishteachingresourcestoachievetheintegrationofEnglishlanguageteachingwithmoderninformationtechnology;
Englishteachersshouldmakefulluseofmultimediafacilitiestorichcurriculumresources,aswellasupdateteachingandlearningmethods.
Inthepast,teachingonlycaresaboutknowledgeandmemory,butneglectsthepracticalapplicationofknowledgeinaconcretesituation.Theresultisthatthestudentsmastertheknowledgesolidlybutitisdifficultforthemtomigrate.Sincethe1970s,researchersbegantofocusonlearningstrategiesandteachingstrategies.Theywerecommittedtoproducethebestteachingstrategiestohelpteachersimprovetheteachinglevel,sothatthestudentscanmasterknowledgewell.
2.TheoreticalBasis
MultimediateachingofEnglishisanaturalproductofthedevelopmentofmoderntechnology,education,linguistics,andcognitivescience.Anditalsoinheritsandcarriesforwardthetraditionaleducation,linguistictheory,ideas,conceptsandmethodology.Multimediaforeignlanguageinstructionisacomprehensivediscipline.Whenwearedoreachonit,weshouldalsostudythetheoryofconstructivism,cognitivelearningtheory,linguisticsandsociallinguisticstheory.Thenwewillexploretheirmutualrelationsaswellasitsuniquecontentanddevelopmentlaw.Whenweknowthese,wecanforeignlanguageinthemultimediaenvironmentwell.
2.1BasicTheory
2.1.1Philosophy
Philosophyisthebasisofallnaturalsciences,socialsciencesandthinking.Sothestudyonmultimediaforeignlanguageteachingisinseparabledialecticalepistemologyandmethodologynaturally.Theapplicationsofphilosophyinmultimediaforeignlanguageteachingcanhelphandletherelationshipbetweenmediaandtheteachers,therelationshipbetweentraditionandmodernity,therelationshipbetweentheteachersandthelearners,therelationshipbetweenthetraditionalresourcesandthedigitalresourcesinthenetwork,andensuremultimediaplayitsdueroleinEnglishteaching.
2.1.2Educationaltheory
MultimediaEnglishteachingregardsgeneralprinciplesasaguidetostudytheEnglishlanguageteachingtechniques,teachingmethods,teachingenvironment,andteachingresources.
2.1.3Psychology
PsycholinguisticshasitsuniqueroleinmultimediaEnglishteaching.MultimediaEnglishteachingshouldbebasedonpsychology,psycholinguistics,andthetheoryofteachingEnglishtodevelopthestudents’intellectualandpersonality,andimprovetheircommunicationskills.
2.2TheoryofLanguageLearning
Behaviorallearningtheory,cognitivelearningtheory,sociallearningtheoryandhumanisticlearningtheoryallhavesomeeffectonthemulti-mediateaching.
2.2.1Behaviorallearningtheory
Behaviorallearningtheorydivideslearningbehaviorintoreflectivelearningandoperationallearning.ThespecificallyexpressedofBehaviortheoryinmultimedia-assistedEnglishteachingisthatitregardlearningcontentsasincentiveconditions.Theteachersusemultimediatorendertext,images,sound,animation,video,etc.,sothestudentscanaccuratelyrememberthelearningcontents.Theteachingmodelisthe“stimulus-response”,whosemainfeatureistherepetitivetrainingoflanguage.Inthismode,theteacherscanimplementindividualizedinstructionbetter;
high-performingstudentscannotonlymasterbookknowledge,butalsolearnalotofknowledgewhichcannotbelearnedinthebook.Inthemultimediateaching,thepsychologicalpressureonstudentswhohavedifficultiesinlearningcanbereduced.Thentheycanconcentrateonlearning,andcompletelearningtasksaccordingtotheirown.
2.2.2Cognitivelearningtheory
AsBehavioraltheoryonlyemphasizesontheact:
people’sthinkingisregardedasa“stimulate-response”link;
theinternalmechanismofhumanlearningisbeencompletelyneglected;
humaninitiativeisbeenignored.Somanypsychologistscriticizeit,anddoresearchtostudypeople’sinternalmentalprocess-basedcognitivelearningtheory.
Acognitivepsychologyresearchshowsthat:
about88%oftheinformationobtainedduringone’slifethroughthevisual,12%oftheinformationobtainedthroughthehearing.Wecanknowthatvisualandauditoryaretheimportanthumanorganswhichhelppeopletogaininformation.Teacherscanusemultimedia-aidedteachingsystemtocreateareallanguageenvironment,inordertofullymobilizethestudents’visualandauditoryorgans,andmakestudents’learningeffective.
Cognitivelearningtheoryregardspeopleasthesubjectoflearning.Itbelievesthatlearningisaselectivefeeling,understandingofinformationwhicharegottenfromoutside.Theteachers,accordingtothedifferentcharacteristicsofthestudents,usemultimediatocarryoutstudent-centeredteaching.Thestudentsselectlearningmaterialsbasedontheirowncharacteristics,whiletheteachersanswerthestudents’questionswhennecessary.Sothattheweakbecomethestrong,
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- 关 键 词:
- 情感 因素 多媒体 英语教学 中的 重要性