On the Influence of Multimedia on English Teaching in Senior MiddleSchool.docx
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On the Influence of Multimedia on English Teaching in Senior MiddleSchool.docx
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OntheInfluenceofMultimediaonEnglishTeachinginSeniorMiddleSchool
多媒体教学对高中英语课堂的影响
OntheInfluenceofMultimediaonEnglishTeachinginSeniorMiddle-School
Abstract:
ThispaperintroducestheinfluenceofmultimediaonEnglishteachinginseniormiddleschool.ItfocusesonhowtocarryonmultimediaassistedmethodsinEnglishteaching.Basedonthesystemtheory,thetheoryofoptimizationofteachingprocessandconstructivismaswellasthecharacteristicsofthecourseitself,itbringsforwardthemultimediaassistedteachingmodelsofthetrinityofwriting,listeningandspeakingwiththeaimoftakingthesubjectivityofthestudentstothefullplay,developingthestudents’all-roundcompetenceandupgradingtheefficiencyoftheclassroomteaching.
Keywords:
multimediaassistedteaching;constructivism;thetheoryofoptimizationofteachingprocess
摘 要:
这篇文章主要介绍了多媒体影响下的高中英语课堂。
它致力于如何在英语教学中开展多媒体辅助教学。
基于教学最优化以及建构主义理论,结合课程本身特点,提出了以听,说,写三位一体的多媒体辅助教学模式,旨在充分发挥学生的主体作用,全面培养学生素质和提高课堂教学效率。
关键字:
多媒体辅助教学;建构主义;教学最优化
Contents
I.Introduction………………………………..……….…….…………1
II.LiteratureReview…………………………………..……….……...1
A.Purposeandsignificance…………………………………..……..…1
B.Thehistoryofmultimedia………………………………..……..…..2
1.CALLinthe1950sand1960s…………………………..……..……2
2.CALLinthe1970sand1980s…………………………..……..……2
3.CALLinthe1990s…………………………..……..…..…………3
C.Currentsituation…………………………..……..…..……….……3
III.MultimediaLanguageTeachingunderaLargeEnvironment…..4
A.Somerelevantconceptions………………………..……..…..……….4
1.Multimedia……………………..……..…..……….…………….4
2.SecondLanguageAcquisition……..……..…...…………………….4
3.Constructivist……………………..……..………….………….4
4.Cognitive-psychological………..……..…..……………………..5
B.Students’rolesinmultimediateaching…………..……..…………5
C.Relevantproblems…………..……………..……..….………6
1.Someprinciplesofeducationareruined…..…..………………….6
2.Thechainoflanguagelearningisbroken…………..….…………6
D.Feasiblewaystosolveproblems………..……..….…………………7
IV.MultimediaTeachingandTraditionalTeaching…………………8
V.Conclusion…………………………………………………………10
WorksCited……………………………………………………………11
I.Introduction
Englishteachingandlearningisexperiencingatransitionfromtraditionalteachingmethodstomodernones.Moreandmoreteachersandstudentsareawarethatmultimediaplaysanimportantroleintheirteachingandlearningactivities.Nowadays,anumberofhighschoolschoosetousemultimediatoassisttheirteaching.Facingthiskindofsituation,aresearchfortherelationshipbetweenmultimediaandEnglishteachingclassbecomevitalimportance.Andaccordingtotheresearch,itenablesmetosolidifywhatIlearntaboutEnglishlanguageteachingintheoreticalmeaning,andinpractice,itoffersastageformetoknowthesituationofseniorschoolandaguaranteeofanefficientteaching.Basedonthiskindofsituation,thispaperintroducestheinfluenceofmultimediaonseniorEnglishclassteachingbasedonEnglishlanguageteachingprinciples.
II.LiteratureReview
A.Purposeandsignificance
Withthedevelopmentofthecommunicationneed,moreandmorepeopleareawareoftheimportantroleofEnglish.PeoplebelievethateducationhasthepotentialtomobilizepeopleandtoequipthemwiththecapacitytodevelophumanresourcesthatareInformationandCommunicationTechnology(ICT)literate.Meanwhile,theconceptofeducationforsustainabledevelopment(ESD)hasevolvedfromtheeconomicgrowth.Beingawidelyuselanguage,Englishnowhasinevitablybecomethepassportforglobalcorrespondenceandhasdominatedbusinessinteraction.Hence,EnglishteachinginChinahastoservetheultimategoalofcreatingacompetitiveandcompetentworkforcewhoisabletocommunicateeffectivelyinEnglishtobecomeglobalplayers.Asaresult,oneofthechallengesfacedbyalltheEnglishteachersistoimprovethequalityofdeliveryoftheEnglishlanguage.SotheEnglishlanguagestudybecomesmoreandmoreimportantandnecessary,especiallyinChina,whiletherearemanyproblemsinEnglishclass,forexample,toomanystudentsinaclass,lackofthestudyenvironment,andnotenoughEnglishlanguagestudyresources.Therefore,wecannotignorethedevelopmentofcomputers.Computersormultimediaasanewtechnologymethodhasmanyadvantages.IfwecancombineEnglishlanguagestudywithmultimediawell,IthinktheEnglishlanguageteachingandlearningwillhaveabetterormoreeffectiveresult.
B.Thehistoryofmultimedia
English,asatooltocommunicationwithworldunderabackgroundofgreatdevelopmentofmoderntechnology,mustfacethisnewsituation.Actually,thepatternofmultimediaEnglishteachingusedinthepastcanbecalledComputer-assistedLanguageLearning(CALL)andthehistoryofCALLdatesbacktothenineteensixties.Fromthenon,theactivitiesofhowtousecomputertoimproveforeignlanguageteachingstillcontinued.Multimediateachinghasexperiencedaperiodofthestartin20thcenturyandtheboomin21stcentury.Withthedevelopmentofcomputertechnology,CALLacquiresagreatprogresseitherinquantityorinquality.Theresearchersaretryingtheirbesttoachieveaconsummateintegrationofcomputertechnologyandforeignlanguageteaching.Thehistoryofmultimediacanbrieflydividedintothreeperiods:
1.CALLinthe1950sand1960s
Thefirstcomputersusedforlanguagelearningwerelarge1950s’mainframesthatwereonlyavailableatresearchfacilitiesonuniversitycampuses.Thesepresentedparticularorganizationproblemsaslearnershadtoleavetheclassroomandtraveltoacomputer,oratleasttoacomputerterminal,forinstruction.Thehighcostoftheseearlymachinesanddemandsuponthemforpureresearchmeantthattimeallocatedforteachingandlearningwaslimited.Nonetheless,theimportanceoffindingwaysefficientlyandscientificallytoteachlanguagewasperceivedandtimeandfundsmadeavailableforresearch.
2.CALLinthe1970sand1980s
Duringtheperiodindiscussion,computerswereclassifiedintomainframecomputers,mini-computersandmicrocomputers.Mainframecomputerswereroom-sizedmachines,mini-computerswereclosertowhatwenowcallservers,andmicrocomputersarewhatwewouldnowcalldesktopcomputersorpersonalcomputers.Portableorlaptopcomputersareincludedinthislastcategorywhichwereintroducedmuchlaterandarenowfarmorepowerfulthanthemainframecomputers.
High-endmainframecomputerscontinuedtobeavailableandusedforCALLresearchthroughoutthe1970sand1980satuniversitylaboratoriesandcommercialinstitutions.OnefocusofCALLresearchduringthisperiodwasvideodisctechnology,ahigh-volumestoragesystem.TheformathasbeenlargelyreplacedbyCompactDiskRead-OnlyMemory(CD-ROMs)astheyhaveagreaterinstalledbaseinpersonalcomputersandfeatureaformatthatissmaller,moreconvenientandlesspronetowarping.However,CD-ROMsdonotcarryasmuchinformationasvideodiscsand,inturnarelikelysoontobereplacedbylargervolumemediasuchasDigitalVideodiscs(DVD).
3.CALLinthe1990s
ThousandsofnewCALLprogramshavebeenpublishedsincethefewmentionedabove.Thehighspeedandstoragecapacityofvideodisctechnologymadeitpossibleforcomputerstogobeyondbehavioristmodelsofinstructiononlesspowerfulcomputersthatgenerallyreliedupontextualexercisers.
B.Currentsituation
Itisobvioustoeveryonethattraditionalmodesorsingularformofclassroomteachingcannolongereffectivelyfulfilltheneedsofstudents.Theinspiringsloganof“getridofstuffinessintheclassroom”,“forgetdumbEnglishlearning”hasencouragedmostEnglishteacherstolaunchathoroughreform.Thankstotheoveralldevelopmentofhardware,moreandmorecomputersandmulti-mediaequipmenthavebeensetupandputtouseinlanguageteaching,wherebystudentsnowhaveaccesstomodernequipment.Hence,alotofdirectandexcitingimprovementscanbefoundhereandthereinEnglishlanguageclass.
HereisapictureofanEnglishteacherintheolddays:
ataping-recorderinonehand,teachingmaterialsintheother,bringalongchalkandone’sownmouth.Thesearealltheyhadthen.After45minutesstanding,writing,speakingontheirownintheclassroom,teachersfeltlikelosersbecauseteachingbecamebasicallyanunfairgameof1versus30peopleorso.Butthepictureofteacherstodayistremendouslydifferent:
teachershavecontrolofprojectors,computermouse,screencontrol,DVDcontrol,everyoneisnowwearingheadphones.Teachersarenowworkingwithintelligentassistantswhohelptomakethegamefair.Needlesstosay,thebigchangeisofvitalimportanceviewedfromhistoricalperspectiveofEnglishteaching.EveryEnglishteachermustbeabletosensethegreatchangesthathavebroughtaboutintheirstudents.Theyaremowpayingmuchmoreattentiontoallin-classactivities.
Tosuccessfullycarryoutmultimediaassistedmethodsintheclassroom,teachersaretakingonmorepreparatoryresponsibilitiesincluding:
1.Allocatingtimeforeachlessonaccordingtocoursesyllabus.
2.Drawingupteachingplan;decideonobjectivesforeachunit.
3.Organizingmaterialsbasedontheplan,collectingaudio,video,andscriptandclassroomexercises.
4.Makinguseofsoftware,mainlyPowerPointsoftware,editingmaterialsandshowingthemtostudents.Thisisthecrucialpartonthechain.
Inaword,multimediaassistedteachingmethodcurrentlyconsistsoftwosteps,oneofwhichisthatteacherseditelectroniclessonplanaheadoftime;theotheristhatstudentsareguidedbymultimediatolearnandpractice.
III.MultimediaLanguageTeachingunderaLargeEnvironment
A.Somerelevantconceptions
1.Multimedia
Multimediareferstousi
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