畢業(yè)論文--中學多媒體英語教學的問題和完善策略

1、<p><b>　　畢業(yè)論文 </b></p><p>　?。?2013 屆本科）</p><p>　　題 目： 中學多媒體英語教學的問題和完善策略 </p><p>　　學 院： 外 國 語 學 院 </p><p>　　專 業(yè)：

2、 英 語 </p><p>　　作者姓名： </p><p>　　指導教師： 職稱： 講 師 </p><p>　　完成日期： 2013 年 5 月 25

3、 日</p><p><b>　　二○一三年五月</b></p><p><b>　　目錄</b></p><p>　　xx學院本科生畢業(yè)論文（設計）誠信聲明1</p><p>　　xx學院本科生畢業(yè)論文（設計）開題報告2</p><p><b>　　正文

4、7</b></p><p>　　xx學院本科生畢業(yè)論文（設計）題目審批表29</p><p>　　xx學院本科生畢業(yè)論文（設計）指導情況登記表30</p><p>　　xx學院本科生畢業(yè)論文（設計）指導教師評審表31</p><p>　　xx學院本科生畢業(yè)論文（設計）答辯記錄表32</p><p>

5、　　外國語學院畢業(yè)論文開題報告</p><p>　　專 業(yè): 英 語 </p><p>　　學生姓名: </p><p>　　班 級: 09級1班 </p><p>　　指導教師: </p&

6、gt;<p>　　開題日期: 2013年3月8日 </p><p><b>　　Contents</b></p><p>　　Abstract（English） 3</p><p>　　Abstract（Chinese） 4</p><p>　　1. Introduction5</

7、p><p>　　2. The Superiority of Multimedia Assisted English Teaching 5</p><p>　　2.1 Varies and plentful teaching reasources5</p><p>　　2.2 Vivid teaching situation 5</p><p&g

8、t;　　2.3 Effective teaching methods 6</p><p>　　2.4 Consistent with the characterstics of the English teaching content in middle school 6</p><p>　　3. The Existing Problems in Multimedia English

9、 Teaching in Middle School7</p><p>　　3.1 Being unable to make good use of the advantage of multimedia English teaching7</p><p>　　3.2 Negeleting the emotional communication between students and

10、 teacher 8</p><p>　　3.3 Being unable to attract students’ attention to the content 9</p><p>　　4. The Improvement Strategies of the Multimedia English Teaching in middle school 9</p>&

11、lt;p>　　4.1 Improving teacher’s teaching ability 9</p><p>　　4.2 Optimizing the design of the courseware 10</p><p>　　4.3 Arrange the teaching activities reasonably13</p><p>　　5.

12、 Conclusion 13</p><p>　　References 14</p><p>　　Acknowledgements 18</p><p><b>　　Abstract</b></p><p>　　With the development of modern technology, Multimedi

13、a Assisted Teaching is put in wide practice in English teaching because of its vividness, directness and large messages. This modern teaching method has provided English teaching reformation necessary technology and pros

14、pect, and enriched the pattern and approaches of English teaching. In the daily teaching, however, Multimedia Assisted English teaching still has some problems in the process of courseware design, application and screeni

15、ng, ofte</p><p>　　On the basis of practical teaching, this article discusses the advantages and disadvantages in Multimedia Assisted English teaching from courseware design, teachers’ role and teaching desig

16、n and puts forward some strategies in order to achieve the prospect goal of multimedia- aided English teaching.</p><p>　　Key Words：Multimedia Assisted Teaching; English teaching in middle school; problems; c

17、ountermeasures</p><p><b>　　摘要</b></p><p>　　隨著現(xiàn)代科學技術的發(fā)展，多媒體技術以其生動、直觀、信息量大等優(yōu)勢被廣泛應用于英語教學，為中學英語教學改革的發(fā)展與深入提供了必要的技術手段和廣闊前景，極大地豐富了中學英語教學的方式和結構。然而，在日常教學中，教師往往過多依賴教學課件，并且在課件設計、課件應用和課件放映過程中，過多

18、關注課件的形式，而忽略了學生的學情以及師生間的互動。過為繁多、過為花哨的課件，容易影響學生的接受效果和學習興趣。這些問題需要我們引起重視并積極解決。</p><p>　　本文以實際教學效果為參考，從課件設計、教師角色和教學設計環(huán)節(jié)提出相應的解決策略，以使多媒體英語教學達到預期的效果。</p><p>　　關鍵字：多媒體技術；中學英語教學；問題；完善策略</p><p&g

19、t;　　1. Introduction</p><p>　　The highest order of new curriculum in high school is everything for the children’s development. And the development is a dynamic process. The multimedia auxiliary English teachi

20、ng combined the language, culture, thought, expression, form and other aspects together. This always emphasizes the use of context, emotion perception, and takes priority over the understanding and the using of language.

21、 Moreover, multimedia auxiliary English teaching advocates the integrated use of listening, speaking, </p><p>　　2. The superiority of Multimedia Assisted English teaching</p><p>　　In the traditi

22、onal English teaching mode, the teachers mainly apply "a piece of chalk, a book, a blackboard and a mouth" as the only Medias to teach. The blackboard writing and interpretation of the class always occupies a l

23、ot of time. Thus, the teaching information is easy to be restricted. While multimedia English teaching breaks the information dissemination of space-time boundaries. Images, pictures and varies forms of teaching resource

24、s and teaching software are add to the teaching process.</p><p>　　Attention is the only gateway to our hearts, all kinds of consciousness have to pass through him before taken by us.(Educator Ushinski 1990),

25、 which shows that the best way of learning a language is try to have a good context. The multimedia English teaching combined the sound and image together. By the way, which not only shorten the distance between the teac

26、hing and the reality, but also provide opportunity for students to use English in real communication, and meantime, to satisfy their curios</p><p>　　Multimedia English teaching has innovated the single mode

27、of teaching situation. The musical teaching methods can make students see vivid demonstration, interesting and pleasing visual background in class. And as a result, which will enhance the sensory effect of students, and

28、help students to having a good understanding and acceptance of the course content. No matter how, it is beneficial and conducive for students to master and memory knowledge in a happy and relaxed way. </p><p&g

29、t;　　In addition， the ultimate goal of middle school English teaching is of great help for students to having a solid mastery of basic knowledge, namely cultivating and training students' learning ability, rather than

30、 just learning language knowledge. Middle school teaching materials, especially in high school teaching material, has a large quantity of foreign materials, including many celebrity stories as Marx, Einstein, Martin Luth

31、er King, Madame Curie and classics, such as “a tale of two cities”, </p><p>　　Take the reading passage of “The Birth of a Festival” in the senior students’ book (1B) as an example. Students could not fully u

32、nderstand the long history and rich culture of an African holiday, Kwanzaa, without the assisting of relative audio-visual materials, because of the cultural difference. While in Multimedia English teaching, images, pict

33、ures and varies form of teaching resources could create a vivid cultural context and help students to master the forming process of the holiday and its</p><p>　　3. Existing problems in Multimedia English Tea

34、ching</p><p>　　Although the multimedia English Teaching in middle school has injected new blood in English teaching, and have provided ideas for the reforming of the traditional English teaching mode. But th

35、ere are some problems existing in the practice, as a consequence, the multimedia teaching cannot fully play its assisting effect in teaching. Below are some common problems in multimedia English teaching. </p><

36、;p>　　3.1 Being unable to make good use of the advantage of multimedia English teaching</p><p>　　In English teaching, some teachers rely too much on the multimedia courseware. And thus, simplify or even om

37、it the preparation process of teaching. In English class, it is common to see the teacher smart mouse in hand, presenting the teaching content page by page. The teacher has now become a computer operator and projectionis

38、t, which is far from the disseminator of knowledge as was known to us originally. The teaching style, teaching idea and teaching art will no longer exist. Predictably, the </p><p>　　In addition, some teacher

39、s tend to download courseware from the Internet without s second thought or just toss all sorts of things together, making an unscientific, incomplete courseware with gorgeous looking but broken fragments. This kind of

40、“blind copy” is regardless of the distraction in different areas, and different situation both in school and student learning. And makes it impossible to play the advantages of multimedia teaching, Worse more, make stude

41、nts more and more confused in Engli</p><p>　　3.2 Neglecting the emotional communication between students and teacher </p><p>　　"Learner centered" teaching mode requires teachers to pa

42、y more attention to the cultivation of students' autonomous learning awareness, and broaden learners' main body effect in an all round way. And if teachers in the multimedia classroom just operating courseware de

43、mo, while ignore its role in inspiring and guiding, will make courseware became the center of language learning, and learners would just passively follow information on the big screen, rather than digest application acti

44、vely. This i</p><p>　　Because of the intervention of multimedia in English teaching. On the one hand, the teacher will focus on the smooth transition of courseware, which causes courseware operating like flo

45、wing water. And makes students just passively accept knowledge without thinking about it. So the students just accept the knowledge passively, rather than learn to form a habit of thinking inertia. On the other hand, the

46、 students are busy to deal with dazzling courseware, too busy to thinking and asking questions.</p><p>　　There is no denying the fact that teachers’ solid basic skill, profound knowledge and their charming,

47、has subtle influence to the students. Fluent blackboard writing, record the situation of students' classroom activities, embody the students by face-to-face instruction. These are of great help for students to learn

48、a language well. Of course Multimedia courseware cannot match the effect forever.</p><p>　　3.3 Being unable to attract students’ attention to the content</p><p>　　In English teaching, some teach

49、ers pay too much attention to the outlook of courseware, using a large number of independent graphics, audio information, resulting in the commission of understanding for its complicate background and frequent change of

50、the courseware pictures, it is easy to make the attention of students to the appreciation of the pictures, while ignore the cultivation of knowledge and language learning. So that the difficult point in teaching is not c

51、lear, and which, weakened the</p><p>　　The multimedia classroom of middle school is generally on the completion of the ordinary big classroom, which displays the text on the big screen with the help of compu

52、ter, projector and other forms of equipments. Students engrossed in watching the screen for a long time is easy to cause visual fatigue. And for those who are sitting in the back, especially the students with poor eyesig

53、ht are difficult to catch what teacher is saying about. Consequently, the students’ interest in learning will de</p><p>　　4. The improvement strategies of the multimedia English teaching in middle school <

54、;/p><p>　　4.1 Improving teacher’s teaching ability</p><p>　　Language learning is not a simple stimulus-response process, but is defined according to the cognitive law construction of language acqui

55、sition. At the same time, teachers also need to play well their roles in the emotional guidance and intervention, which is of great help for students to build self-confidence, maintaining a high level of interest in lear

56、ning. Therefore in multimedia teaching, teachers should pay more attention to students’ demand in an all around way, and pay great attention to</p><p>　　Teacher plays multiple roles in multimedia English tea

57、ching, including guider, helper and interest stimulator. Which requires teachers to change teaching ideas, improving teaching methods, and make full use of multi-media technology to create a suitable language environment

58、 and learning environment. And take priority over the students' attention and interest. Teacher should also have comprehensive consideration before choose the teaching content, and give students more guidance and hel

59、p in the p</p><p>　　Besides, the relative training about multimedia teaching for teacher is also a necessary measure to improve the quality of multimedia English teaching. While some schools do not attach gr

60、eat importance to this work, simply on the teachers' computer operating training, of cause it is not enough. And it is advised that schools should focus on the teacher’s training for a long time as follows: software

61、and method of making a presentation courseware training, multimedia courseware production trainin</p><p>　　4.2 Optimizing the design of the courseware</p><p>　　The key of multimedia auxiliary te

62、aching lies in the courseware. So in the process of courseware making, teachers should be thoughtful and elaborately design, to make their own style blended in and reflect their own education thought naturally, thus woul

63、d make it easier to be accepted by students. Here are some design principles for a good courseware: </p><p>　　Teaching courseware should fully embody teachers' teaching style. Good multimedia courseware

64、need teacher to pay more attention in class preparation. Teacher should carefully analyzing students' learning situation. So that, the differences of the students’ cognitive ability can be clear. And as a result, tea

65、cher could arrange the teaching content scientifically and rationally, thus would fully embodies the teachers’ teaching habits and teaching style in courseware. It goes without saying that, C</p><p>　　Correc

66、tly handle the relationship between the multimedia courseware and materials. In class, the teacher should give priority over the text, and the cohesion of teaching materials and courseware. Teacher should often remind st

67、udents the contact between this part of the contents and textbooks. Promptly consider the background of the teaching material as the core, so that the difficulties and theme of the content can be outstanding and clear. T

68、eacher should follow the hierarchical principle in mul</p><p>　　In addition, there should not always be the single or unique answer in coursework design, in case that the teacher’s teaching content will be l

69、imited. Usually, before the class, teacher has input the answer at the time of making courseware. While the classroom, teachers will let students to answer as close as possible to the comments which he has well prepared

70、already. As a result, which kind of teaching mode will limit the teacher's teaching; the minds of students will under the same limitation</p><p>　　For example: “clean the car” can also be expressed as “w

71、ash the car”. And students may want to use “clean”, for it has been learnt before. While, for the content of class teaching is focus on the use of “wash”, and in wish to practice this phrase, teacher will try various dev

72、ices to guide students only say it in the wash way, while deny the student's use of “clean”. The students’ awareness of thinking and creating will be limited rather than developed. And the effect of such kind of teac

73、hing can</p><p>　　Insist on the unity of form and materials. "Auxiliary" and service is the purpose of multimedia courseware in teaching. Therefore, the number of courseware must be moderate, and t

74、he forms of courseware cannot too cumbersome, for the purpose of highlighting the teaching topic. Teachers should consider in the perspective of students. Thus efforts should be taken to decrease the difficulty of learni

75、ng tasks, and increase the students' positive emotion, as a result, to improve teaching effect. </p><p>　　At the same time, Practice cannot partiality. The language teaching should integrate listening, s

76、peaking, reading and writing as far as possible. And learning objectives, learning contents and learning content should be organically combined according to their unique way, try to make the classroom activities combinin

77、g static, audio-visual integration will showing the overall effect of Multimedia in English teaching </p><p>　　But it is not to say that to use multimedia as much as possible can embody the modernization of

78、teaching, the classroom atmosphere will be better and better. In fact, too much use of multimedia in teaching will make students’ attention to the attractive background or delicate software, rather than on the importance

79、 and difficult points of the content. </p><p>　　4.3 To arrange the teaching activities carefully</p><p>　　In English teaching, there must be a lot of communication between teachers and students

80、in class to cultivate and improve students’ communicative competence. The training activities of listening and speaking in English class as reading, listening, imitating, question and answer, role playing, class discussi

81、on and other forms of interactive training are very conducive to the students’ cognitive development. And there is no denying the fact that these interactions cannot replace by computers. Ther</p><p>　　Thus,

82、 through the rich diversity arrangement of teaching activities in the multimedia in English class can avoid fatigue for students both in visual and psychological, as looking at the screen for a long time. And make studen

83、ts always energetic in the class through the reasonable collocation of a variety of activities such as listening, speaking, reading and writing, and make them be able to actively complete in the teaching activities, task

84、s, and finally, improve the learning efficiency. What’</p><p>　　5. Conclusion</p><p>　　In short, multimedia English teaching is an advanced auxiliary teaching measure and a new finding area for

85、 high school English teaching. Its’ advantages are obvious but in the actual teaching, there are still some problems that cannot be ignored. We should fully recognize these problems and it’s adverse consequences, try to

86、adopt corresponding countermeasures to solve these problems as soon as possible for the purpose of making middle school multimedia English teaching flourishing.</p><p>　　Anyhow, In the English teaching, if w

87、e can use the multimedia timely, properly and reasonably to solve the problem of the audio-visual and other problems of English teaching, and develop students’ comprehensive language abilities in listening, speaking, re

88、ading and writing through audio-visual English material. What’s more, to teach students in the real scene of language material combined with multimedia. That’s the positive reason why we introduce multimedia English teac

89、hing into Middle school</p><p>　　References</p><p>　?。?］White, R. V. The ELT Curriculum, Design, Innovation and Management[M]. Oxford: Basil

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93、-192. </p><p>　?。?0］霍 芳. 多媒體在英語教學中的應用[J]. 太遠城市學院學報, 2011(8)：147-148.</p><p>　?。?1］娜 敏. 近十年我國多媒體輔助外語教學實證研究文獻評析[J]. 內蒙古師范大學學報, 2012(7)：112-116.</p><p>　　Acknowledgements</p

94、><p>　　I would like to give my sincere thanks to all those who have helped me with the thesis, and I should express my gratitude to my supervisor, Miss. Wang Xiaoli, for her guidance, instruction, encouragement

95、, patience, and support. I would like to view the writing of this thesis as an academic experience during which Miss. Wang Xiaoli, with her comprehensive knowledge and great patience in correcting my draft again and agai

96、n, instructed me how to read and write, and more importantly how to think.</p><p>　　I am also indebted to all the teachers who have been instructing and encouraging me during my four year study.</p>&

97、lt;p>　　My sincere thanks are also given to my classmates, who shared with me the insightful opinions on this issue. Finally, I’d like to express my love and gratitude to my family members. This work is dedicated to th