毕业论文-a study on the application of multimedia in english teaching in middle school

ABSTRACTMULTIMEDIA,ANADVANCEDMEDIAWHICHCONSISTSOFSOUND,PICTURESANDANIMATION,ISBEINGAPPLIEDTOENGLISHTEACHINGANDLEARNINGBYMOREANDMORETEACHERSANDSTUDENTSINMIDDLESCHOOLUSINGMULTIMEDIAINTEACHINGANDLEARNINGHASMANYBENEFITSBUTINUSUALCONTACTWITHTEACHERSANDSTUDENTSOFMIDDLESCHOOL,ITISFOUNDTHATTHEYHAVESOMEVIEWPOINTSABOUTMULTIMEDIATEACHING,SOTHEREISMUCHVALUEANDMEANINGTOMULTIMEDIAAPPLICATIONINENGLISHTEACHINGINMIDDLESCHOOLTHEPURPOSESOFTHETHESISARETHEPRESENTSITUATIONANDTHEMAINPROBLEMSOFMULTIMEDIAAPPLICATIONINENGLISHTEACHINGINMIDDLESCHOOL,ANDTHENFINDOUTSOLVEMETHODSTHERESEARCHQUESTIONS1WHATARETHETEACHERSANDSTUDENTSVIEWPOINTSOFENGLISHTEACHINGWITHMULTIMEDIA2WHATISARETHEPROBLEMSSTUDENTSRUNINTOWHILETEACHERSARECONDUCTINGENGLISHTEACHINGWITHMULTIMEDIA3WHATARETHEBESTMETHODSTORESOLVETHEEXISTINGPROBLEMSTHISRESEARCH,THROUGHQUESTIONNAIRESURVEY,INVESTIGATEDSOMERANDOMLYCHOSENTEACHERSANDSTUDENTSOFCHANGJINO4MIDDLESCHOOLANDCHOOSESTHEGRADETWOSTUDENTSTHROUGHSURVEYANDANALYSIS,ITISFOUNDTHATTHEMAINPROBLEMSEXISTINGINMULTIMEDIATEACHINGOFENGLISHAREASFOLLOWS1STUDENTSCANNOTTAKENOTESEFFECTIVELYBECAUSEOFTHEHIGHSPEEDOFCOURSEWARE2MULTIMEDIATEACHINGNEGATIVELYREDUCESTHEOPPORTUNITIESOFEMOTIONALEXCHANGEBETWEENTEACHERSANDSTUDENTSBECAUSEOFTHECHANGEFROMINTERPERSONALCOMMUNICATIONTOMANMACHINECOMMUNICATIONINCLASSROOM3MULTIMEDIACOURSEWAREOFTENSERVESASAPLATFORMFORGATHERINGMATERIALSANDINFACTBECOMESANELECTRONICVERSIONOFTHETRADITIONALSPOONFEEDINGEDUCATIONTHUS,MANYSTUDENTSBECOMETHEPASSIVERECIPIENTSOFINFORMATIONINCLASS4MULTIMEDIATEACHINGISNOTCONDUCIVETOTHETRAININGOFSTUDENTSSPOKENENGLISHTOACERTAINEXTENTINRESPONSETOTHESEISSUES,UNDERTHEGUIDANCEOFTHETHEORYOFCONSTRUCTIVISMANDHUMANISM,EXPLOREDTHEMETHODSANDMEASURESINORDERTODEALWITHTHEEXISTINGISSUESANDPROPOSEDTHERELATEDSUGGESTIONSASFOLLOWS1BUILDINGASCIENTIFICCLASSROOMTEACHINGMODE2DESIGNINGPRACTICALMULTIMEDIACOURSEWARE3STRENGTHENEMOTIONALCOMMUNICATIONWITHSTUDENTS4FURTHERHIGHLIGHTTHEMAINROLEOFSTUDENTSINLEARNINGKEYWORDSMULTIMEDIAENGLISHTEACHINGINMIDDLESCHOOLSUGGESTION摘要多媒体这一集声音、图画、动画于一体的先进媒体正被越来越多的学校应用到英语教学中。利用多媒体辅助教学的好处是不言而喻的，但在平时与中学师生的接触中，发现他们对多媒体教学存在一些看法，因此研究多媒体在初中英语教学中的运用有重要的理论意义和现实价值。本课题旨在研究多媒体在初中英语教学中的运用和所存在的问题，从而找出解决的方法。本课题的研究问题包括1教师和学生对多媒体英语教学的观点是什么2当教师在使用多媒体英语教学时学生会遇到哪些问题3解决现存问题有效的方法是什么本课题采用问卷调查的研究方法，对昌吉州四中初二年级部分教师和学生进行随机性的调查。通过调查与分析，发现多媒体英语教学中存在的主要问题是（1）课件播放的速度较快，学生不能记全笔记；（2）多媒体教学使师生之间的情感交流减少，人际对话变成人机对话；（3）多媒体课件往往是一种材料的聚集平台，是传统填鸭式教学的电子版，故学生还是被动的信息接受者；（4）多媒体教学在一定程度上不利于学生英语口语水平的培养和提升。针对这些问题，本文以建构主义、人本主义为指导，探究解决问题的方法。提出（1）要建立科学的英语课堂模式；（2）设计实用性的教学课件；（3）加强与学生的情感交流；（4）进一步凸显教学中以学生为中心的特点。关键词多媒体，初中英语教学，建议CONTENTSACKNOWLEDGEMENTSIABSTRACTII摘要III1INTRODUCTION111BACKGROUNDOFTHESTUDY112SIGNIFICANCEOFTHERESEARCH113FRAMEWORK22LITERATUREREVIEW321DEFINITIONOFMULTIMEDIA422THERELATEDRESEARCHESATABROADANDHOME4221RESEARCHESABROAD4222RESEARCHESATHOME523THEORETICALBASISOFTHERESEARCH5231CONSTRUCTIVISM5232HUMANISM63RESEARCHDESIGN731RESEARCHQUESTIONS832SUBJECTS833INSTRUMENTS834DATACOLLECTIONS84RESULTSANDANALYSIS941RESULTSOFTHEQUESTIONNAIRESFORSTUDENTS1042RESULTSOFTHEQUESTIONNAIRESFORTEACHERS125CONCLUSION1451MAJORFINDINGS1552SUGGESTIONS15521BUILDINGASCIENTIFICCLASSROOMTEACHINGMODE15522DESIGNINGPRACTICALMULTIMEDIACOURSEWARE16523STRENGTHENEMOTIONALCOMMUNICATIONWITHSTUDENTS16524FURTHERHIGHLIGHTTHEMAINROLEOFSTUDENTSINLEARNING1753LIMITATIONSOFTHERESEARCH18REFERENCES18APPENDIXES191INTRODUCTION11BACKGROUNDOFTHESTUDYOWINGTOTHEGLOBALIZATION,THEENGLISHLANGUAGEISTAUGHTASTHESECONDLANGUAGEINMOSTNONENGLISHSPEAKINGCOUNTRIESALLOVERTHEWORLDHOWEVER,ENGLISHTEACHINGINNONENGLISHSPEAKINGCOUNTRIESFACESMANYTROUBLESALARGENUMBEROFSTUDENTSCOULDNOTBEACTIVATEDINENGLISHLEARNINGMANYSTUDENTS,ESPECIALLYSTUDENTSINMIDDLESCHOOLS,LOSETHEIRINTERESTSATTHEINITIALPERIODBECAUSEOFTHEBORINGLEARNINGCONDITIONANDATMOSPHERETHEREPRESENTATIVEOFCOGNITIVEPSYCHOLOGYJSBRUNER1963BELIEVEDTHATTHEBESTSTIMULUSFORLEARNINGISTHEINTERESTTOTHETEACHINGMATERIALSTOTHESTUDENTS,INTERESTWILLDIRECTLYAFFECTTHEIRSTUDYEFFECTTHEREFORE,INENGLISHTEACHING,THETEACHINGAIDISUNAVOIDABLEHUMANSUNDERSTANDINGISFROMVIVIDDIRECTVIEWINGTOTHEABSTRACTTHOUGHT,ANDFROMABSTRACTTHOUGHTTOPRACTICE,THEREFORE,TEACHINGMUSTSTRENGTHENTHEIMAGETOBEDIRECTVIEWINGIFTHETEACHERAPPROPRIATELYUTILIZESTHETEACHINGAIDSINTHECLASSROOM,ITCANSTRENGTHENTHETEACHINGDIRECTVIEWING,INCREASETHEKNOWLEDGEDENSITY,BREAKTHROUGHTHEDIFFICULTIES,GIVEPROMINENCETOTHEKEYPOINTS,REDUCETHEBURDENOFSTUDENTSFORREMEMBERINGANDUNDERSTANDING,ANDENHANCETHESTUDENTSINTERESTWITHTHERAPIDDEVELOPMENTOFSCIENCEANDTECHNOLOGYANDTHEADVENTOFTHEDIGITALREVOLUTION,CHANGESHAVETAKENPLACEINALLAREASOFSOCIETY,WITHNOEXCEPTIONINFOREIGNLANGUAGETEACHINGINTODAYSCHINA,THETRADITIONALTEACHINGMODEITSELFCANNOTADAPTTOTHISNEWTECHNOLOGICALREVOLUTION,ANINCREASINGNUMBEROFMIDDLEENGLISHTEACHERSHAVEGRADUALLYREALIZEDTHEPOWEROFTHECOMPUTERANDMAKEITASSISTTHEIROWNTEACHINGOFENGLISHTHEREFORE,ANEWTEACHINGMODEL,NAMELY,MULTIMEDIAASSISTINGENGLISHTEACHINGMODELHASCOMEINTOBEINGMULTIMEDIATECHNOLOGYTEACHINGREQUIRESANEFFECTIVEAPPROACHTOPRESENTAGREATDEALOFAUTHENTICBACKGROUNDINFORMATION,WHICHAROUSELEARNERSINTERESTANDESTABLISHALIVINGBACKGROUNDCONTEXTUNDOUBTEDLY,MULTIMEDIATECHNOLOGYNATURALLYBECOMESAGOODCHOICEFORLANGUAGETEACHING12SIGNIFICANCEOFTHERESEARCHTHEMULTIMEDIATEACHINGISOFGREATSIGNIFICANCEFORENGLISHTEACHINGINMIDDLESCHOOL,WHICHBRIEFLYSPEAKINGCANBEJUDGEDFROMTHREEASPECTSFIRSTLY,SUCHATEACHINGMODEISONEOFTHEMAJORDIRECTIONSOFTHEPRESENTTEACHINGREFORMWITHTHEFASTERDEVELOPMENTOFSCIENCE,TECHNOLOGYANDTHEUSEOFINTERNET,THEEDUCATIONALFIELDISPOSITIVELYINFLUENCEDGREATLYANDSURELYBENEFITSALOT,ANDASARESULT,THEDOMINANTTRADITIONALTEACHINGMODEDOESNTADJUSTTOTHEREQUIREMENTSOFMODERNTEACHINGANDTHENEEDOFOURSOCIETYFORQUALIFIEDGRADUATESTHUS,ITISNATURALTHATTHEMODERNTEACHINGTOOLSHAVETOBEAPPLIEDBYTEACHERSINTEACHINGINORDERTOCREATEAMODERNLEARNINGENVIRONMENTFORSTUDENTSTOACQUIREASMUCHKNOWLEDGEASPOSSIBLESECONDLY,THEMAINSIGNIFICANCEOFDISCUSSINGTHEMULTIMEDIATEACHINGCANHELPTEACHERSCREATEREFLECTIVETHINKINGFORTHEPURPOSEOFOPTIMIZINGTHEIRTEACHINGWEALLKNOWTHATEVENTHOUGHMULTIMEDIATEACHINGOWNSMUCHADVANTAGES,ITSDISADVANTAGES,WHICHAREEXISTINGSIMULTANEOUSLY,AREEASILYNEGLECTED,WHICHCANRESULTININEFFICIENTTEACHINGRESULTSANDUNSATISFYINGUSEOFMODERNMEDIATHROUGHTHENECESSARYRESEARCH,WECANCERTAINLYATTAINSOMEUNDERSTANDINGOFTHEREASONSFORTHEEXISTINGPROBLEMSANDSOMEINSIGHTSFOROPTIMIZINGMULTIMEDIATEACHINGBYMAKINGFULLUSEOFALLTHETEACHINGRESOURCESTHIRDLY,THISRESEARCHNOTJUSTCONCERNSTEACHINGBUTALSOLEARNINGINTHEPREVIOUSRESEARCHES,LEARNINGWITHTHEHELPOFMULTIMEDIAISMOSTLYIGNOREDTHEPRESENTRESEARCHWILLTAKELEARNERSASTHEMAINSUBJECTS,FROMWHICHWECANKNOWMUCHBETTERTHEOPINIONSFROMTHELEARNINGSIDE,THUSITCANCONTRIBUTEALOTTOTHESUCCESSOFTHEMULTIMEDIATEACHING,FORASUCCESSFULMULTIMEDIATEACHINGRELATESTOMANYFACTORS,INCLUDINGSTUDENTSLEARNINGHABITS,ATTITUDE,MOTIVATION,METHODSASWELLASTHESKILLOFOPERATINGCOMPUTERREMEMBER,ALLTHEABOVEFACTORSARECERTAINTOEXERTSOMEINFLUENCEUPONTHETEACHINGMODE13FRAMEWORKTHEPRESENTTHESISCONSISTSOFFIVECHAPTERSCHAPTERONEOUTLINESTHENECESSITY,BACKGROUNDANDSIGNIFICANCEOFTHERESEARCH,ANDPOINTSOUTTHEOVERALLSTRUCTUREOFTHETHESISCHAPTERTWOISABOUTLITERATUREREVIEW,WHICHREVIEWSALLSTAGESOFTHEDEVELOPMENTOFCOMPUTERASSISTEDLANGUAGETEACHINGANDTHERELATEDPRACTICEANDRESEARCHOFMULTIMEDIATEACHINGATHOMEANDABROADCHAPTERTHREEDESCRIBESTHEENTIREPROCESSOFTHESURVEY,CLASSOBSERVATIONANDPRESENTSTHEDATA,INFORMATIONANDANALYSISOFTHEMCHAPTERFOURISREVEALSTHEEXISTINGPROBLEMSANDEXPLORESSOMERELATEDCOUNTERMEASURESCHAPTERFIVEISTHECONCLUSION2LITERATUREREVIEW21DEFINITIONOFMULTIMEDIADIFFERENTPEOPLEWITHDIFFERENTPURPOSEMIGHTDEFINEMULTIMEDIADIFFERENTLYACCORDINGTONUNAN1999MULTIMEDIAISANYCOMPUTERBASEDPRESENTATIONORAPPLICATIONTHATINTEGRATESONEORMOREOFTHEFOLLOWINGELEMENTSTEXTANIMATION,VIDEO,GRAPHICS,ANDAUDIOITCANALSOBEDEFINEDASINFORMATIONPRESENTEDINMORETHANONEFORMAT,SUCHASTEXT,AUDIO,VIDEO,GRAPHICS,ANDIMAGESLITERALLY,MULTIMEDIAMEANSTWOORMOREMEDIATEXTANDGRAPHICSTHEFIGURESNEVERTHELESS,WHENMOSTPEOPLEREFERTOMULTIMEDIA,THEYGENERALLYMEANTHECOMBINATIONOFTWOORMORECONTINUOUSMEDIA,THATIS,MEDIAHAVINGTOBEPLAYEDDURINGSOMEWELLDEFINEDINTERVAL,USUALLYWITHTHEUSERSPARTICIPATIONINPRACTICE,THETWOMEDIAARENORMALLYAUDIOANDVIDEO,THATIS,SOUNDPLUSMOVINGPICTURESGE,199922THERELATEDRESEARCHESATABROADANDHOME221RESEARCHESABROADITISALONGHISTORYMORETHANAHALFCENTURYOFTHERESEARCHOFMULTIMEDIATEACHINGANDLEARNINGABROAD,ESPECIALLYINTHEUNITEDSTATESTAYLOR1980EXPRESSEDTHATCOMPUTERASSISTEDLANGUAGELEARNINGPROGRAMSCANBEWONDERFULSTIMULIFORSECONDLANGUAGELEARNINGNUNAN1999REPORTEDTHAT“INTERACTIVEVISUALMEDIAWHICHCOMPUTERSPROVIDEDSEEMTOHAVEAUNIQUEINSTRUCTIONALCAPABILITYFORTOPICSTHATINVOLVESOCIALSITUATIONSORPROBLEMSOLVING,SUCHASINTERPERSONALSOLVING,FOREIGNLANGUAGEORSECONDLANGUAGELEARNING”P26CHENGCHIEHLAIEDUCATIONDOESNOTINVOLVEMERELYTRANSMITTINGPIECESOFKNOWLEDGEABRAHAMMASLOWSUGGESTSAHIERARCHYOFNEEDSTHATISUSUALLYPRESENTEDINTHEFORMOFAPYRAMIDMASLOWSIDEASABOUTHUMANNEEDFULFILLMENTPOINTSOUT“THEIMPORTANCEOFESTABLISHINGASECUREENVIRONMENTWHERELEARNERSFEELTHATTHEYBELONGANDWHERETHEYCANBUILDUPSELFRESPECTBYRECEIVINGRESPECTFROMOTHERSWILLIAMSLEARNERSSHOULDBEENCOURAGEDTOMAKEACHOICEFORTHEMSELVESINWHATANDHOWTHEYLEARNTEACHERSSHOULDKNOWSTUDENTSASINDIVIDUALSANDSEEKTOUNDERSTANDTHEWAYSINWHICHTHEYMAKESENSEOFTHEWORLDTHEREFORE,TEACHERSSHOULDPROVIDEANOPTIMALCONDITIONFORINDIVIDUALIZEDANDGROUPLEARNINGOFANAUTHENTICNATURETOTAKEPLACEMAIWILLASSISTTHETEACHERSTOREALIZETHEGOAL3RESEARCHDESIGNTHEPURPOSESOFTHEPRESENTRESEARCHARETOFINDOUTTHEEXISTINGPROBLEMSOFMULTIMEDIAAPPLICATIONSINENGLISHTEACHINGINMIDDLESCHOOLBYANALYZINGTHEFIRSTHANDINFORMATIONANDDATAGAINEDFROMTHEWAYOFQUESTIONNAIRES,OBJECTIVELYANDTHEORETICALLY31RESEARCHQUESTIONS1WHATARETHEVIEWPOINTSOFENGLISHTEACHINGANDLEARNINGWITHMULTIMEDIA2WHATISARETHEPROBLEMSSTUDENTSRUNINTOWHILETEACHERSARECONDUCTINGENGLISHTEACHINGWITHMULTIMEDIA3WHATARETHEBESTMETHODSTORESOLVETHEEXISTINGPROBLEMS32SUBJECTSTHESUBJECTSOFTHEQUESTIONNAIRESARE110STUDENTSAND10TEACHERSWHOARECHOSENFROMCHANGJINO4MIDDLESCHOOLANDTHEWRITERCHOOSETHEGRADETWOSTUDENTSTHATHAVEANALYZETHECURRENTSITUATIONOFTHEAPPLICATIONOFTHEMAI33INSTRUMENTSTHEWRITERADOPTSQUESTIONNAIRESTOCONDUCTTHISRESEARCHTHEREARETWOPARTSFORQUESTIONNAIREONEISFORSTUDENTSUBJECTS,WHICHCONSISTSOF19MULTIPLECH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