自写外语系论文[骄阳书屋]

1、学 士 学 位 论 文系 别： 外 语 系 学科专业： 英 语 姓 名： 2013年5月A Study into the Application of Multimedia in Junior High School English Teaching多媒体技术在初中英语教学中的应用研究系 别： 外 语 系 学科专业： 英 语 姓 名： 学 号： 指导教师： 2013 年5 月教学gContentsAbstracti摘要ii1. Introduction12. Literature Review22.1 Definition of Multimedia Teaching22.2 Advantag

2、es of Multimedia Teaching22.3 The Theoretical Bases62.3.1 Constructivism Theory62.3.2 Cognitive Psychology72.4 Related Research at Home and Abroad82.4.1 Related Research at Abroad82.4.2 Related Research at Home103. Research113.1 Purpose113.2 Subjects123.3 Instruments123.4 Data Collection124. Results

3、 and Discussion124.1 Data Analysis and Results124.1.1The Students Attitude towards Multimedia Teaching124.1.2 The Effect of the Application of Multimedia in English Teaching134.1.3 The Problems in Multimedia Teaching144.1.4 Students Suggestion on Multimedia Teaching144.2 Discussion155. Conclusion17A

4、cknowledgments19Bibliography20Appendix21A Study into the Application of Multimedia in Junior High School English TeachingAbstract: With the continuous development of modern technology, multimedia is applied to teaching more and more widely, which has contributed a lot to higher teaching quality. Thi

5、s is of special significance to English teaching. The development of multimedia technology urges the educational reforms. Through the survey to teachers and students in Hejin No. 2 middle school, we find out that application of the multimedia in English teaching has a practical guiding significance.

6、Multimedia aided English teaching increases classroom capacity, arouses students learning interest and enthusiasm，and guides the students to active learning. It has very important significance for their life-long learning and development. The thesis firstly explains the research reason and the relat

7、ed literature review. Secondly it analyzes and discusses the research results of multimedia aided English teaching in junior high schoo1. At last it comes to a conclusion and puts forward the effective methods of implementation to achieve the best teaching effect.The specific implementation of study

8、 is analysis results of questionnaires to know the change of teaching effect after using multimedia technology in English teaching. It includes: 1) The students attitude towards multimedia-aided teaching; 2) The effect of the application of multimedia in English teaching; 3) The main problems in mul

9、timedia teaching; 4) Students suggestions on multimedia teaching.The conclusion of research is: the use of multimedia technology can create situations to improve students learning interest and enthusiasm; English teachers use multimedia technology to improve the effect of teaching.Key words：English

10、teaching; learning interests; multimedia多媒体技术在初中英语教学中的应用研究摘要:随着现代教育技术的发展，多媒体技术进入课堂辅助教学也日渐普遍，在很大程度上提高了教学质量。这尤其对你英语教学有特殊意义，多媒体技术的发展推动着教学改革。本文通过对河津第二中学初中学生进行调查，验证了多媒体教学理论应用在英语教学中具有实践指导意义。多媒体教学提高了课堂容量使课堂内容充实，激发学生的学习兴趣和热情，引导学生主动学习，使所学语言材料能够在运用中获得巩固和提高，对提高师生的信息素养，为他们的终身学习和发展打下良好的基础具有十分重要的意义。 本文首先说明论文选题来源及

11、相关文献回顾，然后深入教学实践调查，研究多媒体辅助英语教学情况，最后得出结论，总结有效实施多媒体辅助下的初中英语教学的方法，从而达到最佳教学效果。调查研究的具体内容是：针对学校初中英语多媒体教学的相关问题进行调查，了解多媒体辅助英语教学的实际教学效果。包括几方面：(1)学生对媒体教学的态度；(2)多媒体教学的效果；(3)多媒体教学中存在的问题；（4）对多媒体教学的意见。通过调查研究得出的结论是：利用多媒体技术，提高了学生对英语的学习兴趣和学习热情，取得了很好的学习效果；英语教师在教学中利用多媒体技术，能够开发英语教学资源，拓宽学生学习渠道，改进学生学习方式，提高教学效果。关键词:英语教学；学习

12、兴趣；多媒体教学g1. IntroductionIt is universally known that English is the most widely used language in the world. Owing to the globalization, the English language is taught as the foreign language or the second language in most non-English-speaking countries all over the world. The 21st century is an info

13、rmation age and an era of knowledge-based economy. As the information explosion and education reforming, traditional education is facing more and more tremendous challenges, education means and teaching methods of reform is imperative (Ye Lan, 2001). In todays world，with the rapid development of sci

14、ence and technology and information technology emerge in an endless stream，multimedia and network technology as the representative of modern information technology has infiltrated into all aspects of education.At present many schools of most cities in China have established campus network, multimedi

15、a classrooms, network classrooms, teachers of some schools are also equipped with computers and even the laptop, some schools classrooms are also mounted on the projector, school education normalization process change rapidly, the modern information technology in education and teaching has been used

16、 more and more widely. At the same time, it is also the needs of basic education curriculum reform and deeply developing innovation education (Yuan Zhenguo, 1990).The representative of cognitive psychology J. S. Bruner (1990) believed that the best stimulus for learning is the interest to the teachi

17、ng materials. To the students, interest will directly affect their study effect. Therefore, in English teaching, the teaching aid is unavoidable. Humans understanding is from vivid direct viewing to the abstract thought, and from abstract thought to practice. If the teacher appropriately utilizes th

18、e teaching aids in the classroom, it can strengthen the teaching direct viewing, increase the knowledge density, break through the difficulties, give prominence to the key points, reduce the burden of students for remembering and understanding, and enhance the students interest. Just as Dong Wenzhou

19、 and Sun Kai (2001) point out, in the subject teaching process, teachers need to effectively use information technology as the technological means of modern education. In addition, the new English curriculum standards also highlight that in English teaching teachers should actively make use of moder

20、n information technology, rationally use and actively develop curriculum resources, make full use of information technology and the internet, and give efforts to expand the channel of students learning and using English. By use of multimedia and network technology English teachers should create cond

21、itions for the students individual learning, autonomous learning and collaborative learning. With special emphasis on that the English teachers should make full use of modern information technology to develop English teaching resources, broaden the students learning channels, improve students way of

22、 learning and improve the effect of teaching.2Literature Review2.1 Definition of Multimedia TeachingThe teaching by multimedia is a kind of teaching method. According to the characteristics of different teaching targets and goals, we choose and use the modern teaching media correctly combining with

23、the traditional teaching ways. The teaching by multimedia can help us get reasonable structures of teaching process and teaching results. The teaching by multimedia can make us experience the great shock and challenge to the traditional teaching methods because of its relaxing and effective teaching

24、 results. The multimedia can overcome the disadvantages in the traditional classroom so that students can achieve the best result of learning. In addition, the multimedia teaching is the main model in many middle schools and elementary schools (He Gaoda, 2002).2.2 Advantages of Multimedia Teaching1.

25、 Arouse students interest in learningQin Hongbing (2003) believed that the interest for study in the English teaching becomes the basic element for English teaching. We, the future teachers must design teaching process with considering how to arouse the students interest for the English study. There

26、 are three ways to arouse students interest and they are as follows.Firstly, in the middle school, we usually use pictures or drawings to present the new words according to the actual situation in the English class. It is better for the students to study if we change pictures to the dynamic teaching

27、. The dynamic thing can arouse students interest to the English study more easily than the traditional way. The multimedia English teaching can establish a vivid teaching situation for English teaching. It can stimulate the students study interest and play the positive role.Secondly, there are some

28、difficult points in English study. It is hard for the students to understand some difficult English tenses. To overcome the difficulties, we can use the multimedia to make it easy to understand and raise students interest so that it can show the superiority in the English class. The multimedia can i

29、mitate and change abstract to images. It can be combined with the words, pictures, images, voice and animation and bring the students to the active, interesting, and colorful teaching atmosphere so that the students can get the stimulation, improve the abilities of understanding, enrich the scope of

30、 knowledge and reduce the difficulty of English learning. Therefore, we can say that multimedia English teaching can make it easier to learn English.Thirdly, the assignment of the English curriculum in the English education stage is that stimulating and training the students interest to study, makin

31、g the students confident, cultivating the good habit and effective study strategy for English study. Therefore, the training of interest in the English class is very important. The characteristic of the multimedia teaching is the combination of pictures, words, voices and images. It can show the var

32、ious and perceptual materials, vivid pictures, standard reading, the delightful background music and the wonderful teaching games, which bring the students to a relaxed learning environment so that they can study initiatively. The students are willing to learn English with a happy mode. In conclusio

33、n, the application of the multimedia helps to excite students interest in learning. Making full use of multimedia technology can show some new words and dialogues, which can make the students place themselves in the environment of the language, and experience actual application of English. Thus, it

34、can arouse students interest in learning English. They are learning something while playing. The teacher can accomplish the task of teaching easily and it is easy for students to accept and remember it firmly, too.2. Make the abstract thing picturesque In the opinion of Yan Huixue (2006), the use of

35、 multimedia technology can design abstract words, sentence patterns, and passages into a scene by putting them together through the cartoon and video. It can make the learning process active with excellent pictures and texts. Thus it makes students know English perceptually. Meanwhile, teachers can

36、take advantage of the acoustics of the multimedia to strengthen the notice of students without purpose.For example, while teaching the differences between general present tense and present progressive tense, it is very uninteresting that a teacher teaches grammars with the language and writing on th

37、e blackboard directly, and it is also difficult to memorize. Then we can make some multimedia courseware at this moment, by using a large number of colorful pictures, and vivid pictures to state the differences between them. And teachers can also let students make sentences or do exercises according

38、 to the pictures, in order to grasp these two tenses.3. Improve the efficiency of classroom teachingIn the classroom teachers let students listen to the recording with problems, and then answer the questions, so that not only the hearing is improved, but also speaking is practiced. Modern informatio

39、n technology in teaching provides students with the perceptual materials of various forms and different functionsMultimedia has vivid images and wonderful music, which enhance the charm of the teaching so that students eyes, ears, mouth and brain are used together, thus students focus attention and

40、maintain strong interest in learning. Zheng Guoying (1995) pointed out that using multimedia through process control can save a lot of time for writing on the blackboard and easily break difficult points of teaching. Using multimedia aided teaching can repeat for students practicing the new content

41、with a large-capacity and ultra high-speed, so that the density and breadth of teaching increases. In addition, it can increase the amount of practice in classroom and effectively reduce the students study pressure.4. Solve the important and difficult points better By using multimedia, the important

42、 and difficult points can be designed into a corresponding English scenes and the ocular image can be demonstrated. Thus, it can strengthen the impression of studying (Chen Jiuxian, 2005). For example, in order to emphasize the change of verb forms of the third person in the present tense, teachers

43、can make different persons in the courseware with odd number and complex number and question students in different ways. At the same time, teachers can make the keywords into red color, very striking, which makes a deep impression on students. 5. Promote change in the learning wayIn the English teac

44、hing using modern information technology, English learning process and learning resources can be designed, developed, used, managed and evaluated to change the teachers educational philosophy and teaching mode, thus contributing to change the mode of students learning. In the help of modern informat

45、ion technology, according to the direction of English teachers, students will become active learners instead of passive recipients of knowledge (Luo Yaoguang 2002: 59). With this role changing, students interest increases and learning efficiency naturally increases.6. Improve students oral Level and

46、 listening levelYang Chunhui (2000) considered that requirement of English teaching in junior high school is all-round development of listening, speaking, reading and writing, in which listening and speaking are the foundation. But in the past, students ability of listening and speaking is often the

47、 weakest link. Because conditions in the country is limited, students learning English rarely have the opportunity to hear the standard, authentic English, of course, it is difficult to learn authentic，standard English. After using modern information technology, students watching the scene for curri

48、culum designed，who can not only accept the standard pronunciation training，but also repeat listening，watching，learning，thus it greatly improve their listening level and speaking level(Xu Xuejun, 2002:22).2.3 The Theoretical Bases2.3.1 Constructivism TheoryThe constructivism theory is that students s

49、tudy under the guidance of teachers. In guidance of constructivism learning theory, we should pay attention to individuals and establishment of learning environment. Under the constructivism theory, multimedia learning environment sets up a platform for students to study, and teacher-pupils-curricul

50、um-media will interactively achieve the target in the environment (David Nunan, 2001). The learning of instruction may be summed up in: “student is helped in the teaching process by the teachers as the organizers and helper to promote the role of sight, cooperation, the session and learning environm

51、ent factor into full play the initiative and enthusiasm, ultimately adapting efficiently for the students to learn knowledge of construction”. Ellis Rob (1997) believed that knowledge is individually and socially constructed by learners based on their interpretations of experiences in the world. Pra

52、ctice 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 initiative is accepted and encouraged. When

53、 teacher uses multimedia to assist English teaching, the teacher will be organizer, helper, director, and promoter. Teachers use the key learning elements, such as scene cooperation and dialogue, so as to inspire students interest and initiative sufficiently. Multimedia becomes cognitive tool of stu

54、dents 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 by combining printed text, graphic imagery, motion vi

55、deo, photographic stills, and audio recordings to create a “virtual” reality of authentic communication and provide learners greater comprehensible input（Zhang Xiaoying, 2002: 11）.Therefore, with the rapid development of multimedia and network education, the learning theory of constructivism is show

56、ing its stronger and stronger life force and enlarging its influence all over the world.2.3.2 Cognitive PsychologySkehan (1998) had claimed that cognitive psychology is a theoretical perspective that focuses on the realms of human perception, thought, and memory. It portrays learners as active proce

57、ssors 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

58、retrieval 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 only something that done to a learner but also empowers their internal mental processes.The core focus of cognitive psychology is on how people acquire, process and store information. There are numerous practical applications for cognitive research, such as improving memory, increa