research on the application of multimedia and network technologies in higher vocational public engli

1、<p>　　Research on the Application of Multimedia and Network Technologies in Higher Vocational Public Engli</p><p>　?。℉unan Vocational College of Commerce,Changsha, Hunan Province, China 410205） </p&g

2、t;<p>　　Abstract. To find out an effective way to improve higher vocational college students’ reading abilities, the author designs an experiment that applying the multimedia and network technologies in the higher

3、 vocational public English reading teaching to test whether the multimedia teaching mode is more effective than the traditional teaching mode in enhancing vocational college students' reading performance. The contras

4、tive experiment is done for one semester and the experiment shows that if apply</p><p>　　Key words: Multimedia and network technologies; Higher vocational public English reading; Teaching mode </p>&l

5、t;p>　　English reading is an important means of obtaining information and a convenient way to communicate with each other. Higher vocational students' English reading level should be pragmatic,that is, they should

6、be familiar with the English of their own professional field, be able to read general brief practical writing materials, such as letters, technical specification, contract, and can understand them correctly. Today's

7、society is the information age which is represented by multimedia and network</p><p>　　Multimedia and Network Technologies and the Higher Vocational English Reading Teaching </p><p>　　Multimedia

8、 and network technologies mainly refer to a set of comprehensive technologies which processes and applies multimedia and network information (such as symbols, text, graphics, animations, sound, images and video images, e

9、tc.), and it can collect, process, edit, store and display more than two different types of information media technology at the same time in the man-machine interactive way. It processes variability, intuition, knowledge

10、ability and factuality. The author thinks that the</p><p><b>　　Subjects </b></p><p>　　The subjects chosen for the study are the students of Grade One from 2 parallel classes of Hunan

11、 Vocational College of Commerce. They got nearly the same average English scores in the College Entrance Examination. There was no distinguish difference in English proficiency between the two classes. One class was rand

12、omly chosen as the experimental class, while the other was the control class. </p><p>　　Teaching Materials </p><p>　　Both the experimental class and the control class adopt the same teaching mat

13、erial---An Integrated Skills Course (Book Two), published by Shanghai Foreign Language Education Press in 2011. It is a nationally planned one for "Eleventh Five - year Plan". The teacher gives the students som

14、e supplementary materials, which could be some grammar explanation, reading materials or exercises. </p><p>　　Experimental Procedure </p><p>　　2.3.1 Pre-test and Analysis </p><p>　　

15、One week before the experiment, the students of the experimental and control class were required to take part in the pre-test. In order to see whether there was the significant difference between the two classes, t-test

16、is used to evaluate it. Descriptive statistics and the result of the independent samples t-test for EC and CC are shown in the Table 1． </p><p>　　As is shown in Table 1, the mean pre-test score of CC is only

17、 1.71 higher than that of EC, which means that the two classes are almost of the same level. From the comparison of SD (8.26>7.68), we can know that the scores of the EC seem a little bit more dispersive than CC.The t

18、-value is 0.653, which is less than 2.000 and Sig. (2-tailed) is 0.0624, which is greater than 0.05. The data analysis in the pre-test indicates that the difference between the two classes is not significant and the two

19、cl</p><p>　　2.3.2 Experimental Procedure </p><p>　　The experiment was carried out in the two classes for one semester, which were taught by the same teacher (the author). Both of the classes hav

20、e four English classes (45 minutes per period) per week. However, in the study, the teaching mode applied in the two classes were different: The experimental class was taught in the multimedia teaching mode, while the co

21、ntrol class in the traditional reading teaching mode. </p><p>　　In the reading class under the multimedia teaching mode on the base of network, the teacher could use a computer, a projector, a projection scr

22、een, a DVD player to assist reading teaching, and the computer was connected to the campus network and Internet network. In such reading class the teacher made full use of the presentation function of the Powerpoint to p

23、rovide abundant materials, designed some corresponding reading questions based on the principles of task-based reading teaching and organ</p><p>　　2.3.3 Post-test and Analysis </p><p>　　After on

24、e semester’ experiment on the contrastive research, the students in the the control class and experimental class took the post-test. The data in the post-test were collected. Descriptive statistics and the result of the

25、independent samples t-test for EC and CC are shown in the Table 2． </p><p>　　As is shown in Table 2, the mean post-test score of EC and CC is separately 86.10 and 80.65, the mean score of EC is 5.45higher th

26、an that of CC. According to T-value in the post-test shows that t=4.617>2.000, P=0.034>0.05. It means that the EC outperformed the CC in the mean of reading comprehension. </p><p>　　Obviously there is

27、a great significant difference between the two classes in the post-test. It can be concluded that the students in EC performed better than the students in CC. This proves that the multimedia teaching mode can overcome so

28、me shortcomings existing in the traditional reading teaching mode which is teacher-centered. Applying the multimedia teaching mode on the base of network to Public English reading teaching in higher vocational colleges i

29、s more effective than the traditional rea</p><p>　　Discussion </p><p>　　According to the results of the experiment, applying the multimedia teaching mode on the base of network to Public English

30、 reading teaching in higher vocational colleges is superior to the traditional reading teaching mode. What are the reasons? </p><p>　　Firstly, constructivism learning theory claims that learning is the proce

31、ss of acquiring knowledge. Knowledge is not passively accepted by learners, but obtained by means of meaning construction in a certain situation or under the background of social culture, with the help of others and usin

32、g necessary learning materials,(Slain 2003). How much knowledge can be obtained depends on the ability that learners construct relevant knowledge according to their own experience, instead of the ability tha</p>&

33、lt;p>　　More importantly, cultivating college students' autonomy of learning English is to achieve one of the ultimate goal of public English, and is also an important symbol of success or failure of the public Eng

34、lish reading teaching reform. The cultivation of the ability of autonomic learning is the process of a long and difficult process. Autonomous learning refers to learners' self-management ability of language learning,

35、 and a learner with autonomous learning ability should be able to decide their</p><p>　　But we should also recognize that the student-centered teaching mode which uses the multimedia equipment as a teaching

36、medium puts forward higher requirements for teachers. First of all, teachers should consciously realize the change of teaching concept and pay more attention to the training of students’ language skills and autonomous le

37、arning ability. Secondly, teachers should know more about the multimedia equipment. In class the teacher should consider the students' reception and grasp the pr</p><p>　　Conclusion </p><p>

38、　　In a word, with the rapid development of information industry, the auxiliary function of multimedia technologies in teaching has become more and more important. The multimedia teaching mode establishes an ideal English

39、 quality-oriented education environment, and also creates a good condition for cultivating students' English speculation and language applied ability and improving the reading teaching efficiency. It is increasingly

40、applied widely by more and more English teachers.The author believ</p><p>　　Acknowledgement </p><p>　　Fund project: Supported by the Philosophy and Social Science Foundation of Hunan Province of

41、 China（Grant No.12WLH31）.The thesis is a phased research result of “Integrated with Majors and Taking Employment as the Orientation ----Research on the Application of the Task-based Language Teaching to Public English Re

42、ading Teaching in Higher Vocational Colleges”. </p><p>　　References </p><p>　　[1] Beatty, K., Teaching and Researching Computer-Assisted Language Learning. [M]Beijing: Foreign Language Teaching

43、and Research Press, 1997. </p><p>　　[2] Benson, P. Teaching and Researching Autonomy is Language Learning. London: Longman, 2001. </p><p>　　[3] Krashen, S. Principles and Practices in Second Lan

44、guage Acquisition. Oxford: Pergamon. Press, 1982. </p><p>　　[4] Levy, M. Computer-Assisted Language Learning: Context and Conceptualization. [M] Oxford:Clarendon Press，1997. </p><p>　　[5] Warsch