浅谈运用多媒体辅助小学英语教学

1、浅谈运用多媒体辅助小学英语教学On Application of Multimedia in Primary English TeachingAbstractThe ultimate and permanent goal of English teaching is to enable students to acquire the ability to communicate in English. However, it is very hard for the English teachers to perform in the common physical classroom. As

2、 the information age commenced in the late 20th century, Multimedia-assisted Language Teaching systems have been developed to provide a more advanced medium for English teaching. With the development of science and technology, the development of multimedia technology urges the educational reforms. T

3、he aim of this thesis is to find disadvantages of traditional primary English teaching and then to analyze the advantages of application of multimedia to assist primary English teaching by means of using sounds, pictures, films and flashes.It is true that multimedia has many advantages in teaching,

4、such as saving class time, arousing students interests, offering more information, providing opportunities for real communication, etc. But at the same time, based on studying and analyzing large amount of teaching practices and experiences, the author points out some problems that exist in the cour

5、se of multimedia-assisted English teaching and puts forward some reasonable suggestions.Key WordsMultimedia; primary English teaching; assist; set scene; learning interests摘 要英语教学的远期、最终目标是逐渐培养学生英语的交际能力。然而，对于一般的英语教师来说，在常规教室里面是很难具体操作的。随着20世纪信息时代的出现，多媒体辅助英语教学为英语教学提供了更为先进的媒介。科技的发展推动了现代教学技术的发展，多媒体的出现更促进了

6、教学的改革。本论文从揭示传统小学英语教学的弊端入手，分析多媒体辅助小学英语教学利用声音、图片、影像和动画等在全面调动学生的学习兴趣和积极性方面的优势.多媒体在教学方面的确实有诸多优势，比如节省课堂时间，激发学生兴趣，提供更多的信息和交流机会。但与此同时，作者在大量的实践和分析基础上，提出了在运用多媒体辅助英语教学的过程中存在的一些问题和一些合理建议。关键词多媒体；小学英语教学；辅助；创设情境；学习兴趣 IntroductionModern educational technology is to develop and use advanced teaching media and then

7、to form better information carriers of teaching, so that the teachers can use it to improve the teaching efficiency of classroom and to urge the reforms of education. In English teaching, multimedia has profound significance.The main purpose of primary English teaching is to inspire the students int

8、erests, to train students pronunciation and intonation, to develop students communicative abilities and to create condition of learning English. Therefore, in the process of English teaching the teachers task is to set scene, to increase information and to find good methods for teaching. With the de

9、velopment of learning theories and educational technology, application of multimedia is the best way to improve teaching efficiency and to push teaching reforms.Nowadays, there are many teachers or people who can not realize the advantages of multimedia so that many teaching aids or tools can not be

10、 used sufficiently. Primary English teaching is a basic phase of a learner. In this phase a child starts to form his or her fondness for English. By the comparison with the traditional primary English teaching, this paper wants to let the teachers and people find the disadvantage of traditional prim

11、ary English teaching methods and know the usefulness of using multimedia to assist primary English teaching. This paper will give some points for attention of application multimedia so that primary English teachers can get some references from it. This thesis will let the teachers know the multimedi

12、a more clearly so that they can use it correctly and effectively. IAn Introduction to Multimedia-Assisted Language TeachingWith the coming of information age, multimedia has been widely used in many fields. MALT (Multimedia-Assisted Language Teaching, refers to the use of multimedia in teaching or l

13、earning of second or foreign language. In 1990s, the multimedia provides a range of informational, communicative, and publishing tools that are potentially available to every student. Multimedia refers to communication from more than one media source that uses text, audio，graphics，animated graphics，

14、and full-motion video. Multimedia technology-exemplified today by the CD-ROM- allows a variety of media (text, graphics, sound, animation, and video to be accessed on a single machine. It is used in the foreign language teaching as a new technology, while the present foreign language teaching is dev

15、eloping continuously. The characters of multimedia technology will hold an important position, which cant be superseded in the field of foreign language teaching. It is playing an important role, whose advantages will be more and more obvious day by day. The multimedia resources are all linked toget

16、her and learners can navigate their own path simply by pointing and clicking a mouse. Thus, multimedia technologies, which can provide stimulating, interactive and multisensory experiences to learners, can help teachers improve the quality and the appeal of their instruction. It can reveal the teach

17、ing content vividly, widen the students' knowledge, expand the information capacity of the teaching effectively, and enhance the teaching efficiency.A. Constructivism TheoryIn general, constructivists believe that knowledge is individually and socially constructed by learners based on their inte

18、rpretations of experiences in the world; Reality is constructed rather than discovered; Holistic way of thinking about the nature of learning; Holds that knowledge cannot exist in some complete form outside the learner and be internalized, stored, and reproduced at some later time; Knowledge as an i

19、nterconnection among ideas; Perceive a community of learners connecting the personal experiences of each learner to the group and to the culture; The learning process must be concerned with the experiences and contexts that make the student willing and able to learn (readiness; The learning process

20、should be designed to facilitate extrapolation and / or fill in the gaps (going beyond the information given; Learning in constructivism may be characterized as grasping meaning by the learners own construction, rather than being given to him / her in his / her experiences, according to how his / he

21、r understanding is currently organized. Practice can not live without the guidance of theory. The emphasis of constructivism is placed on the learner or the student rather than the teacher or the instructor. The learner, therefore, constructs his/her own solutions to problems. Learners autonomy and

22、initiative is accepted and encouraged. When teacher uses multimedia to assist primary English teaching, the teacher will be organizer, helper, director, and promoter. Teachers use the key learning elements, such as: scene cooperation, dialogue, and so on to inspire students interest and initiative s

23、ufficiently. Multimedia becomes cognitive tool of students to learn actively. Multimedia can help students to accomplish the construction of meaning.Constructivism theory holds that learning should be “situated” in realistic setting. The multimedia capacity engages nearly all of the students senses

24、by combining printed text, graphic imagery, motion video, photographic stills, and audio recordings to create a “virtual” reality of authentic communication and provide learners greater comprehensible input.Therefore, with the rapid development of multi-media and network education, the learning theo

25、ry of constructivism is showing its stronger and stronger life force and enlarging its influence all over the world.B. Cognitive PsychologyCognitive psychology is a theoretical perspective that focuses on the realms of human perception, thought, and memory. It portrays learners as active processors

26、of information. What learners do to enrich information, in the view of cognitive psychology, determines the level of understanding they ultimately achieve.Under cognitive psychology, it is believed that learning occurred when a learner processes information. The input, processing, storage, and retri

27、eval of information are at the heart of learning. The instructor remains the manager of information-input process; but the learner is more active in planning and carrying out his her own learning. Instruction is not something that done to a learner but rather involves the learner and empowers their

28、internal mental processes.As articulated by Piaget (1969 , students learn better when they can invent knowledge through inquiry and experimentation instead of acquiring facts which are presented by a teacher in class. It is difficult for a teacher to provide this kind of environment for each student

29、 in a traditional classroom. Since there is only one teacher for many students, it is physically impossible for the teacher to support each student's individual needs. Multimedia computers can help teachers by providing students with a world of interconnected knowledge to explore. The student be

30、comes an active processor of the information, and knowledge is the by-product.Recent researches in cognitive psychology have shed light on the human learning process. Researches proclaim that learners have their own distinctive personalities, motivation, so learning styles and strategies can affect

31、the learning results. Each person is ultimately responsible for his/her own learning and engages his/her own personality in the learning process. Learning takes place only when learners actively construct their own understanding and knowledge through their interaction with the world around them.In a

32、 multimedia-assisted classroom, learners can be highly motivated to sustain effort and actively engaged to carry out English learning; they can be in a favorable psychological state and be willing to join in; and he can learn English through various senses. In this environment students become the ce

33、nter of teaching process. Teachers help the students to build up their confidence, to promote interactivity in learning and communication, to expose the appropriate context of students, and so onIII. The Disadvantages of Traditional Primary English TeachingInformation age has arrived before 21st cen

34、tury. It is leading to a series of stern problems on the traditional primary English teaching we have to face. The disadvantages of traditional primary English teaching can be summarized as follows.A. Classroom as a Stage of TeachersPrimary English teachers have been the only main body in the class

35、who are controllers, positive knowledge-carriers and knowledge-spreaders while students act as the passive knowledge-receivers. People regard a number of roles of teachers in the teacher-fronted classroom as controller in eliciting nationality words; as corrector of pronunciation; as organizer in th

36、e pair work.B. Classroom as a Training Center of Students In the classroom there is a phenomenon that teachers make books as standard. Students do not have their own minds. Teachers and books are regarded as truth. Teachers regard teaching as training. By the boring training there is no change, no p

37、assion, and no creation in the classroom. Teachers ask students to have the same behaviors, the same thoughts and words. There is a phenomenon that teacher is like an emperor; the book is like a law; the students are like slaves.C. Classroom as a Stage of Knowledge InstillationSome teachers regard c

38、lass-teaching process as process of knowledge points instillation. The learners are accustomed to being passively spoon-fed with grammatical rules and vocabulary that they have few chances to use. There is little or no room for the learners independent thoughts, as if learning is a straightforward r

39、eflection of teachers actions. Consequently, learners often feel disoriented, lose confidence and fail to pinpoint their goals in learning.D. Classroom as a Stage of the Same Teaching ModeIn the classes of traditional primary, people always see the same teaching behaviors, the same teaching strategi

40、es and the same teaching mode. Teachers use a chalk, a book and a blackboard to teach students all the time. Teachers teaching plan is nearly the same and even their teaching methods are nearly the same. Teacher is the core of class, but the students are audiences. In the class, the students have no

41、 thoughts, no behavior and no opposition.IV. The Advantages of Applying Multimedia in Primary English TeachingLearning is a collaborative process. Students prefer working with a partner than working alone. The professor Leu (1996 adds that: “Students often learn about complex multimedia environments

42、 by showing each other cool things.” Thus, through collaborative technology activities, students benefit from working with each other. Multimedia has also created a great way to communicate with people in different cultures. For instance, the internet offers a worldwide learning environment which ha

43、s made communication fast and affordable. Thats why nowadays so many “visual universities” spring up like mushrooms.Learning is an active process. Learning is a natural, integral and ubiquitous part of living; not something handed as a package to somebody else. In todays language classes, the teache

44、rs role should shift from “sage on the stage” to “guider on the side,” while students should actively search for and explore answers instead of receiving standard interpretations. Multimedia helps this shifting process for teaches and students. Multimedia provides a stage for the real world where st

45、udents observe, think, question, organize and test their ideas. Unlike libraries, the multimedia is a living medium that offers updated informationenriched by graphic and animationhelps students to solve real life problems.A. The Teaching Features of Multimedia1. Electronization and VisualizationMul

46、timedia is integrative carrier which is combined with sounds, graphic imageries, flashes, and so on. Teaching content is conveyed by visual and auditory medium. Pictures and letters are all included in the multimedia. Multimedia is abundance in scene, sounds and colors, which can affect sense visual

47、ly and intuitively, so that learners can understand deeply and clearly. All kinds of realistic materials can be revealed for students by multimedia, and even the boring text book can be changed by using the visual and auditory courseware.2. Plentiful Expression and Extensive ApplicabilityModern mult

48、imedia has abundant expression, so it can not be restricted by time and space. Multimedia can use lights, sounds, colors and shapes to represent optical, time, and kinetic features from all angles. Multimedia can change the things which refer to the teaching materials between big and small, between

49、quick and slow, between near and far and even between virtual and real. Teachers can use multimedia to arouse students interests about objective phenomenon and shifty process. By this method teachers can make students observe the content carefully. From outer space to ocean, from ancient age to mode

50、rn time, from nature to society, from China to the world many things can be displayed by multimedia. Multimedia can be used in social education, school education, family education, collective education, singular education, physical education, and so on.3. Advanced Teaching Methods In traditional tea

51、ching, teaching aids are text books, tapes and some pictures. In this case students cannot understand knowledge deeply, but multimedia can break though the limitation of teachers knowledge to collect many excellent teaching materials, and then to make visual and auditory teaching stuff. Multimedia c

52、an let teachers get many ideas and experiences from other excellent teachers to perfect their opinions. Teachers can finish a class vividly and effectively by applying a computer.B. Application of Multimedia to Remedy the Disadvantages of Traditional Primary English TeachingIn recent years increasin

53、g numbers of primary English teachers have been looking for ways to change the traditional forms of instruction in which knowledge is transmitted from a dominant teacher to obedient and passive learners. In educational researches, researchers find that multimedia is a good assistant to change tradit

54、ional primary English teaching methods.我们一起评评他评价对象_  评价时间_  填表人_评价内容评价等级（A B C D E）他经常积极举手发言吗 他能仔细倾听老师讲课和同学发言吗 他能积极参加小组活动，与同学友好相处吗 他能独立认真完成作业吗 他能经常想出和别人不一样的计算方法吗 他的计算速度既快又正确吗 他与原有基础相比有进步吗 同学的知心话他人的优点 我们的建议 父母心中的我评价对象_  评价时间_  评价人_评价内容评

55、价等级（A B C D E）你的孩子经常主动跟你谈数学课的学习吗 你的孩子和你谈数学学习时，你认为他的表达清楚吗 你的孩子能自觉独立完成数学家庭作业吗 你的孩子能用数学知识解决生活中的问题吗 家长的心里话 附件二：你寄过贺卡吗？教学目标：1初步渗透统计的思想和方法，让学生体验用教学知识解决问题的全过程。2.通过阅读资料、运用统计、估算等数学知识，发现生活中存在的问题。3.培养学生查找、收集和处理信息以及解决问题的能力。 4.体验统计在生活中的应用，感受教学在生活中的价值。 增强学生的环保意识，激发学生热爱大自然的情感。教学重点 通过活动学会应用

56、所学知识，解决生活中的实际问题。教学难点 培养学生的实践能力，体验运用数学知识解决实际问题的过程。教具、学具准备： 计算器、教学课件 、实物投影教学过程：一、1教师出示贺卡：你们见过老师手里的物品吗？2贺卡可以传递友谊和祝福，你给同学、老师、亲人、朋友寄过贺卡吗？出示课题：你寄过贺卡吗？(通过师生对话引出课题今天我们全班同学来开展一次有关贺卡的实践活动，希望同学们在活动中积极参与思考，发现问题并提出合理化的建议。 个人及家庭去年收到贺卡数量统计表总计个人 家庭 2.观察表格，你能得到哪些信息？ 全班每位同学、每个家庭收到的贺卡数。 每小组同学个人收到贺卡的总数和平均数。 span每小组同学家庭

57、收到贺卡的总数和平均数。5你能根据上述信息推出下列数据吗？（可以估算）全班学生共收到贺卡约 张全校学生共收到贺卡约 张全校学生家庭共收到贺卡约 张6出示阅读资料（课件出示）生产2000张贺卡要消耗1棵3米高的树。1. Creating Harmonious Relationship Between Teachers and Students估算：全校同学一年收到的贺卡生产出来需砍掉 Multi-media technology has provided various learning resources like text materials, multi-media teaching so

58、ftware, network teaching information, and so on to realize learners independent study. Teachers have also turned from disseminators into directors in the process of learning English. They can commit themselves to guide students to get proper information and materials.On the other hand, using multi-media techniques in some teaching steps may get twice the result with half the effort. For example, when we have vocabulary and grammar exercises, multi-media will show its rapid speed and large capacity which blackboard writing and slides a