英文论文.docx
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英文论文
CONTENTS
(以上字体TimesNewRoman,小3号;加粗)
(以下字体均为:
TimesNewRoman;小4号;行距:
1.5倍)
ACKNOWLEDGEMENTS
Abstract(inEnglish)…………………………………………………………………..1
Abstract(inChinese)………………………………………………………………….1
ⅠIntroduction………………………………………………………………………...1
1.1Multi-MediaWithErroneousZones………………………………………………1
1.1.1ErroneousZone1……………………………………………………………2
1.1.2ErroneousZone2……………………………………………………………2
1.1.3ErroneousZone3……………………………………………………………2
1.1.4ErroneousZone4……………………………………………………………3
ⅡCountermeasures………………………………………………………………….3
2.1UnsuitableOperation……………………………………………………………4
2.2OverstimulationInCourseware…………………………………………………4
2.3VagueContentwithAutomaticalTransformation…………………………………5
2.4NeglectOfTeachers’Function……………………………………………………5
ⅢConclusion…………………………………………………………………………..6
3.1ProspectinEnglishTeaching……………………………………………………...6
3.2PersonalOpinionsofFurtherResearch……………………………………………6
BIBLIOGRAPHY…………………………………………………………………….7
DECLARATION
DiscussionontheApplicationofMulti-media
InEnglishTeaching
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TimesNewRoman;小3号字;居中;加粗)
Abstract:
Withtherapiddevelopmentofcomputerandpopularizationofthenetwork,thepresentteachingpatternthatstillusestraditionalteachingmethod“onechalk,oneblackboard”seemstobeunabletomeettherequirementsinthepresentsocietyanylonger,andEnglishteachingisnoexception.Theintroductionofthemulti-mediateachingmethodtotheEnglishclasshasbeenoneofthetendenciestothedevelopmentofEnglishteaching.ButthemisuseofthemoderntoolswillsurelyresultinthebadeffecttoEnglishteaching.SoEnglishteachersshouldtakeanactivepartintheresearchofhowtousethemulti-mediateachingmethodinEnglishteachingandtrytoavoiditsmisuses.
Keywords:
multi-media;Englishteaching;overcome
(英文摘要和关键词都是两边对齐;5号字;行距:
单倍;字体:
TimesNewRoman;“Abstract”和“Keywords”两个词或词组要加粗)
(关键词之间用分号隔开;词与词之间相隔一个英文字符)
(空一行)
摘要:
随着电脑和网络的迅速发展,那种“一盒粉笔,一块黑板”的传统教学模式的应用已远远不能满足现代社会对教学的需要。
英语教学也不例外。
怎样将多媒体运用于英语教学已成为教育趋势,但是一旦错误使用多媒体英语教学,将导致教学障碍从而给英语教学带来负面效果。
英语教学者应当积极从事研究与克服多媒体英语教学的弊端。
(300字以内)
关键词:
多媒体;英语教学;克服
(英文摘要和关键词都是两边对齐;5号字;行距:
单倍;字体:
楷体;“摘要”和“关键词”两个词或词组要加粗)
(关键词之间用分号隔开)
(空一行)
ІIntroduction(一级标题4号字;字体:
TimesNewRoman;加粗)
(以下正文均为:
小4号字;字体:
TimesNewRoman;行距:
1.5倍)
Theapplicationofmulti-mediainEnglishteachinghasbrokenthetraditionalteachingpattern“onechalk,oneblackboard”.Itprocessesthewords,images,voiceandanimationandotherinformationbythecomputerandformsanall-aroundteachingsystem.ItisnotonlyagoodmedicinetotheChinesestudentwiththeirmuteEnglishbutalsobenefittotheimprovementofstudents’languageabilityandstudents’subjectiveinitiativeshallbefullydeveloped.Itcanimproveteachingefficiencyandteachingqualityeffectively.
1.1ErroneousZonesintheUseofMulti-Media
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TimesNewRoman;加粗)
Multi-mediateachingisabrandnewsteachingmodelandposesanewchallengetoteachers.Ifitisusedimproperlyorusedwitherroneouszonesinrationalknowledge,itcanbringmuchbadeffecttotheteaching.
1.1.1Theuseofthemulti-mediaastheleadingteachingmethods(与二级标题相同;加粗)
Therearemanyoutstandingstrongpointsinmulti-mediateachingcomparingwiththetraditionalteaching.Butitisnotvalideverywhere.Ithasbothadvantagesanddisadvantages.Someteacherscannotseetheadvantagesanddisadvantagesofthemulti-mediaintheirteachingandcannotexploittothefullythemulti-media’sfavorableconditionsandavoidunfavorableones.Theycannotusethemulti-mediaandignorethefunctionofteacher.Themulti-mediateachingprogramsoftheirsareonlytheaccumulationofletters,images,andthecontentsofbooks,justlikearefurbishedversionofthebook.Thereisnoinnovationintheirclass.Theyjustshowthemulti-mediateachingprogramintheirEnglishclassandteacherjustlikeaprojectionist.Teacherbecometheslaveofthemulti-mediaandcannotbeastheleadingteachingmainsubject.
1.1.2Thechangeofthe“TeacherTeaching”into“MachineTeaching”andtheignoranceofthemainteachingstatusofstudents
Themulti-mediateachingencouragesstudentstocombinespeakingandpracticeandtostrengthenthememory.Butsometeachersconsiderthatadvancedteachingmethodsmustbringtheadvancedteachingideas.Someteachersusethemulti-mediaastheteachingtools.Teacherstillactsasthecenteroftheteachingandstudentsarestillthepassiveaccepter.Force-feedtypeeducatesstillgivefullplaytotheirremarkableskill(Bernard,1995;210).(夹注方法:
1.写出作者的姓名(英语学者用lastname,中国学者用其姓名的全称)加逗号;2.作品出版时间加分号;3.参考作品的页码)(夹注内容应放在应放在标点符号之前)
1.1.3ThereplacementoftheStudent-to-TeacherwithStudent-to-Machine.
Thereisaveryfriendlyinterfaceinthemulti-mediateachingprogram.Studentscanchoosedifferentstudycontentaccordingtotheirownpracticalstudystandardandtheirowninterests.Butthisdoesnotmeanthatteachercangiveup.Teachingisamutualactivitytobothteacherandstudents.Teacherandstudentscancommunicatewitheachotherbytalk,informationcommutationandfeedbacktoimplementteachingplanandaccomplishteachingtarget(Christopher,1986:
46).Ifthemulti-mediaisusedblindlyinteachingprocessing,onlythinkalotofstudent-to-machinetalkandignorethestudent-to-teachercommunication,therelationbetweenthestudentandteacherwillbecomedimastimepasses.Furthermore,therelationbetweenthestudentandteacherwillbecomedimastimepasses.Furthermore,themulti-mediawillbecoldreceptionbystudents.Theenchantmentoftheclassdoesnotexistanymoreandtheteachingeffectisseriouslyinfluenced.Howwecanmakethebestuseofthemulti-mediateachingprogramandhowtoimproveourteachingeffectislefttoeveryteacher.
1.1.4Themisunderstandingofmulti-mediamethod
Someteacherspursuethenewesthightechnologyandbravenesssimply,maketheteachingprogramtotheachievementexhibitionofthemulti-mediateachingandcannotusethemulti-mediatoputtheaxeinthehelvethatcannotbesolvedinthetraditionalteaching.Theydonotlookthemulti-mediaastheassistantteachingtool.Theymakethemulti-mediateachingprogramverybeautifulandflaming,butthisjustdetractsstudents’attentionandbothersstudents’observation.Wemustknowthatthemulti-mediaassistantteachingisnotonlytheart,butalsothescience.AstheassistantEnglishteachingsoftware,solvingtheproblemsmetinEnglishteachingshouldbetheprimary.Weshouldlooktheactualeffectofthesoftware,notemphasisontheeyewash.
ⅡCountermeasures(一级标题4号字;字体:
TimesNewRoman;加粗)
Thecountermeasuresarethemeasuresandtheremedieswhichtheeducatorscantakemeasurestocorrectthemisunderstandingsormisusingofmulti-mediaEnglishteaching.
2.1(二级标题小4号;字体:
TimesNewRoman;加粗)
Takethemanastheprimaryandadopttheadvantagesofthemulti-media.Whenwemakethemulti-mediateachingprogram,wemustknowthatitisonlyandcanbeonlytheassistantteachingtoolforourteaching.Studentsandteachershouldbealwaystheprimary.Teacheristheleadingandstudentsaretheprincipalpart.Withtheinterpositionofmulti-media,teacherislessparticipatedintheclassandstudentsaremoreactiveintheclass.Butthisdoesnotmeanthatteacherisnottheleadinganylonger,Teacherisalwaysthedesigneroftheclass,exponentialofthestudyandtheorganizeroftheclass.Theteachingartisimproved.Teachershouldpaymoreattentiontogivingstudentsadvices.Furthermore,teachershouldsetuphisownteachingstyleinhismulti-mediateachingprogramtomakehislessonsmorevividandvigorous.Everyteachermustnotbecontrolledbythemulti-media.Themulti-mediateachingprogramisnottherepeatofthehook,nottherelishofthelessons,itisthere-creationwhichcanmeettherequirementofteachingcontentsandstudents'practicalcitesbyteacher.
2.2Payattentiontoactualeffectandbeintentonnothingbutusefulness.Althoughcomputerhasthefunctionofmulti-mediaandsuper-media,itcanonlybeamediainteachingprogram.Someteacherstakeitasall-media.Theycannotlookthemulti-mediacomputerallroundfromthesidesofmedia.Theyusecomputertocompleteeverythingtheycando.Theblackboardisonlytheornamentwithintheirvisionandcomputerbecomesanotherbooktostudents.Asweallknow,thefunctionofthemulti-mediadoesnotalwayswork.Wemustthinkoverwhen,whereandhowthemulti-mediashouldbeusedinteaching.Youaretobesuretokeepinmindthatmulti-mediacannotbemisappliedanywhere.Itshouldservetheteaching.Themulti-mediateachingprogramisbadorgoodshouldbereflectedbyitsteaching
result.Whenweusemulti-media,wemustproceedfromactualconditionsandpayattentiontoactualeffect.Teachingmistakewillbemadeifyoufollowthefashionofapplyingmulti-mediaeverywhere.Onceateacherappliedmulti-mediainhisteachingforonlyfiveminutesbutalltheotherteachersattendthelessonfeltthatwasthemostsuccessfulmulti-medialessontheyhadeverattended.Thusitcanbeseenthattheuseofthemulti-mediaisonenotofquantitybutofquality.Moreover,whenweusemulti-mediaastheteachingtool,weshouldalsostudyintensivelytheteachingmaterialsandhaveadefiniteobjectinview.Nonebutinthiswaycantheapplicationofthemulti-mediainteachingmakethefinishingpoint.
2.3Centerontheteachingmaterialandgraspthemainpoint.Togaintheteachinggoal,theperceptcanbepresentedtostudentsvisuallywiththeusageofmulti-mediaandstudentsareimpressedbythevoice,imageorcolortosetarousedstudents'interestsinstudying,makethemconcentrateontheclassmorecarefully,moresteadilyandmoreac