多媒体技术在英语教学中运用的有效性研究
Chapter One Introduction
Multimedia as a new teaching method has been more and more extensively applied in various teaching fields, especially in English teaching field. For As multimedia technology has good interactivity, teachers can create more language communicating situations and vivid teaching environment through videos and projectors. It is much easier for teachers to present key points and difficulties in class (Shi, 2001). When applied with multimedia technology in teaching, it can provide more training ways for English learning, arousing students’ learning interests, helping students to have a deep understanding to memorize knowledge. So teachers are able to improve classroom teaching effect.English teachers should use modern information technology to integrate English teaching. However, they make too much use of modem information technology in English teaching in junior high school, they want to optimize classroom structure and arouse students’ multiple senses. At present, the main pressing task in front of us is to improve the efficiency of English teaching in classroom and the information literacy of teachers.
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2.1 Key Terms and Basic Concepts
Effectiveness refers to the matching relation between the expected purpose and the actual results, it’s the question that compared compares the result of the practice with its purpose whether realized or not or its realization degree. In general, the “effectiveness” refers to the value of “positive”. Zhong Qiquan- a professor in East China Normal University, he believes that“effective” mainly refers to specific progress or development by teaching at a time that the students gaine.The evaluation standard of the actual teaching effect does not mean that teachers have finished the content, but what students have learned and whether they learned well. Effectiveness of teaching is guided by the advanced theory of education, takes into account of all factors which influenced teaching, then depends on the textbook to choose the appropriate teaching methods, and uses the appropriate teaching methods to stimulate students’ learning motivation and interest, and promotes the common development of teachers and students in order to reach the teaching target. People’s negative attitude also reflects the misunderstanding of the traditional English teaching: At first, the purpose of education is passing on the knowledge which was gained by the predecessors to the students.Teachers transfer knowledge in the surface in theteaching process, but actually helstudents to construct knowledge by themselves. The pattern of review and some questions for students in the classroom teaching is the premise to help students to construct knowledge Teachers can make full use of the old knowledge, . and bBasing ased on the created language situation, teachers to let students build new knowledge in the conversation and then tpromote students to establish the system of knowledge when teaching the new knowledge. Second, the traditional teaching is not to ignore the learners’ interest in teaching. Conversely, it is not only uses the multimedia in teaching that can arouse students’ interest, but the use of traditional teaching method can also draw students’ interest. When study In the study of Unit 6-“Do you like bananas?”, there are so many kinds of food in this Unit. Most students have a great expectation to learn this unit, so the writer can teach this unit in the way that students are interested in. In the first class of the unit, the writer used two minutes to draw some food on the blackboard. And the students make made use of their break time to draw a lot of their favorite food on the blackboard, and in the class they have had more interest in learning the new words. Third, nowadays the “task” teaching, cooperative learning, inquiry learning, classroom activities can well in the traditional teaching methods. Even some activities with the conditions of the multimedia can be completed without the help of multimedia. It reflects the complementary relationship between traditional English teaching and multimedia teaching. Both of them can help to develop students’ multiple intelligence.2.2 Theoretical Basis
Just like Beatty (2005) defined in the Computer-assisted Language Learning: “Constructivism is a humanistic model which suggests that learning is a process by which learners construct new ideas or concepts by making use of their own knowledge and experiences”. Knowledge is not an unmodified object but constructed through an individual’s own experience .Education understanding of objective things and meaning construction, pay attention to the initiative, sociality and situational learning, against the existing simple imparting of knowledge (He, 2002). Piaget regarded knowledge as a process of natural construction. With these experiences, it is possible for learners to build their schemes schemas of the world, change the structure of their old knowledge, and determine the intake of new knowledge. In a constructivism model, the learner is assumed to have a wealth of knowledge and a set of experiences before coming to the classroom. And the teacher as a helper and a guider can arouse students’ interest to generate the learning motivation, creating a practical teaching environment. It helps to Eencourage reflective thinking in learners and providing provide clues to connect some new information what that the students are already known. Just like what Glaserfeld has said, that with teaching applied with multimedia and instructed with constructivism the ory, the teacher's role is becoming more and more complex, because the teacher not only should finish the teaching contents and guide classroom activities, but also should pay attention to the classroom feedback of the use usingof the multimedia teaching . In all, constructivism not only advocates students’ subject status, but also emphasized emphasizes teacher’s auxiliary guidance function.Chapter Three Methodology ......... 21
3.1 Research Questions ........ 213.2 Research Design ............. 21
3.3 Research Procedure ........... 24
3.4 Data Collection ............. 24
Chapter Four Results and Analysis ..................... 26
4.1 Current Situation of Multimedia Application in CFLS ......... 26
4.2 Attitudes of Students and Taechers towards Multimedia Application inEnglishTeaching......28
4.3 Effects on Multimedia Teaching ........ 30
4.4 Advantage and Disadvantage of Multimedia Teaching ........ 32
4.5 Related Questions ........... 34
4.6 Results and Discussion of the Interview........ 42
Chapter Five Conclusion ......... 45
5.1 Major Findings ......... 45
5.2 Suggested Strategies ...... 48
5.3 Limitations ......... 51
Chapter Four Results and Analysis
4.1 Current Situation of Multimedia Application in CFLS
There is only a man male teacher, which accounts for only 8.3 percent while the woman female teachers’ number is up to 11 which accounts for 91.7 percent of the total number. Almost 50 percent of the English teachers in the group of teaching research have received their bachelor’s degree, and four of them have Master’s degree. All of them are English undergraduates. In addition, most of the English teachers are aged at their middle twenties, which account for 66.7 % of the total number. There are four teachers whose ages are in their thirties accounting for 33.3 percent. At the aspect of their English teaching ages, which is shown in Figure 3, there are only 3 people who have 10 or more than 10 years teaching experience accounting for only 25 percent while most of the English teachers who are in their twenties and with little experience accounting for about above 50 percent have their teaching experience at of 5 years or less. The teaching experience aged of 6 to 10 years only accounts for 25 percent. From the basic situation of the English teachers in CFLS, the English teachers are still relatively week weak, whichthat is mainly reflected in their teaching age. 50 percent of them have 3 or 5 years teaching experiences. It can be found that most of the young teachers adopt the multimedia-assisted teaching. Through the interview, the author knows that the young teachers thought that usinge multimedia in English class can reduce their teaching burdens and also can stimulate students’ learning interest. The young teachers also think that multimedia can supply provide lots of vivid pictures and videos. While some of the experienced teachers prefertraditional teaching method, except the use of multimedia in leading in class into a new unit. Students in CFLS need to learn two text books, the first one is Go for it, and the second book is English in mind from Cambridge University Press. The content in the textbooks become more difficult than before, it is difficult for students to “digest’’ the new knowledge swiftly. And it also poses a great challenge for teachers to extend and integrate the new content and also review the old content in the last unit in the limited time,s that is, thirty-five minutes (the other five minutes have a dictation at thebeginning of a class). Therefore, it is very important to improve the efficiency in the class in a limited time.
4.2 Attitudes of Students and Teachers towards Multimedia
Application in English TeachingFrom According to the above data, more than half students and teachers think the multiple teaching method is necessary. About 66.7 percent of teachers believe it is necessary, and bout 55.7 percent of students believe it is necessary. From the proportion, it can be found that teachers pay more attention on to multiple technologies, and know its advantages in English teaching. And As for whether multimedia is good or not, it depends on teachers in how to use the multimedia technology. The date data also indicates that most teachers and students approve the teaching method that combines traditional teaching method with multimedia-assisted teaching method. Both the teacher and students don’t like only traditional teaching method, or multimedia-assisted teaching method. In the teaching process, teachers should use the advantage of the two teaching methods to arouse students’ interest. Through According to the survey, about 48.1% students have no time to take notes in the multimedia-assisted teaching for the fast speed and too many contents in the courseware. Second, about 37.4% students have less opportunity to communication communicate with their teacher, so they can’t solve their problems immediately. From month to month, their problems will make lots of troubles. Third, a little part of students in about 9.9 percents are unsatisfied with the equipment in their classroom. In the interview, they told the writer that the projector in theirclassroom is does not work or have has a bad color. The last other 6 students have some other opinions. From the table 5-10, we can find that 35.1 percent of students think multimedia can supply provide a large amount of information, wide vision and the expanded aspect of knowledge. About 31.2 percent of students feel more relaxed in class with higher interest. . 29.7 percent of them think multimedia can give an intuitive visual, which is good for understanding.
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Chapter Five Conclusion
5.1 Major Findings
The teachers rely too much on the multimedia when they are applying multimedia in the class, so that there is a little concern on the whole teaching process as well as learners. Under this conditions, they have ignored that multimedia is just a tool, which can not substitute teachers to be the guider in the class. It is easy for multimedia teaching to dilute the communication and interaction between teachers and students. After assisting multimedia teaching, there is an obvious increase in the teaching information that would speed up the teaching process in the classroom unconsciously for teachers who sometimes want to guarantee the process of teaching. Thus, it is easy to see that students feel hard to catch up with the speed of their teachers, especially for them to take notes. In the classroom teaching, teachers pay their attention to the multimedia coursewareconstantly so that the phenomenon that of ignoring students’ performances in the class occurs. Nevertheless, all the attentions of students are paid to the screen so they are unable to face their teachers at the same time, not to understand their teachers’ expressions and body languages. So the teachers could try to teach in the traditional teaching way with their true feelings.5.2 Suggested Strategies
First of all, teachers should correctly understand the role of multimedia-assisted teaching which is a kind of means of teaching and learning. Multimedia with its powerful functions both to assist teachers to complete the teaching goal in high quality and can help students understand and master the knowledge more easily. But the role of the teacher can not be replaced, only under the guidance of teachers, can multimedia can exert the best, . the The largest teaching function is to realize the goal of optimization in the education. At the same time, the multimedia technology is better than other media functions in some respects, not superior to other media in all respects. For teaching, there is no universal teaching media. Therefore, we must not regard multimedia as a kind of universal education technology, and ignore the research and application of other media. We should depend on the needs of teaching, the different teaching content and situation to give full play to the role of different media and fully effective use of all learning resources. Next, teachers should handlethe relationship between multimedia teaching and traditional teaching correctly, using the multimedia teaching, blackboard with chalk teaching method. In the survey, teachers and students think that multimedia teaching with traditional teaching is not mutually exclusive; they prefer the combination of two kinds of teaching methods. In the use of multimedia in the teaching process, teachers should fully absorb the advantages of the traditional teaching to make an organic combination of traditional teaching and multimedia teaching media...........
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