On the Influence of Multimedia on English Teaching in Senior MiddleSchool.docx

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