开题报告陈强

1、四 川 师 范 大 学教育硕士研究生开题报告论文题目 多媒体教育技术在初中英语教学中的应用 姓 名 陈强 学 号 j201206003 专 业 教育硕士 研究方向 英语教学 导师姓名 魏光琴 职 称 教授 年 月 日填 表 须 知（1）开题报告审核由各硕士点组织专家组具体实施。专家组成员35人，由副高以上人员担任，组长必须具有正高职称。研究生本人的指导教师应进入专家组，但不担任组长。（2）专家组的作用是对研究生的选题论证进行审核，审核意见以“通过”、 “不通过”为结论。通过者按计划开展论文工作，不通过者，在半年内需重新开题。（3）选题来源指国家、省、市、校项目或自选项目；论文类型指基础研究、应

2、用研究、开发研究或其它类型。（4）本表要求双面打印，保持格式和开本不变。一、 开 题 报 告 主 要 内 容1、 选题来源和论文类型选题来源：自选题目 论文类型：基础研究2、 课题的研究意义Along with education reform , modern education technique gradually goes to school. And computer science is important in every realm. Multimedia Assisted Instruction (Multimedia Assisted Language Teaching)

3、with its special advantage will necessarily become aftertime education development of inevitable trend in language teaching.Multimedia Assisted Instruction in English teaching is a new way of teaching the language. Combine the computer technology with English teaching make the class more powerful. B

4、ecause Multimedia Assisted Instruction is better at improving students listening, speaking and using the language than traditional language teaching. As English is not our mother tongue, using Multimedia Assisted Instruction can provide the class pictures and voices, which can make the students more

5、 interested in class. At the time, the new kind of teaching way can arose the students learning interests. By traditional teaching ways, students just learn from the teachers and books. They just repeat and remove the knowledge. With the new teaching ways, they students have more chances to learn an

6、d discuss by themselves. They have more opportunities to use what they are learning in class. Multimedia Assisted Instruction can make the class more effective, and help the students learn better and better. Multimedia Assisted Instruction requests high qualities of teachers. Teachers should catch u

7、p with the high development of computer technical. That is to say, as teachers, we should try to learn all the time to avoid being out of style. But because of teacher's character lowly, especially village school inside, teacher to the modern teaching technique control very few, at usage the mul

8、timedia come to extended education, also existence some problem. Education supervisor's section want height value, strengthen a teacher of training; The teacher also should strengthen study by himself and control a modern education technique.  3、 国内外现状分析；Researches abroad Along with th

9、e development of science and technology, many countries pay more and more attention on the influence of Multimedia Assisted Instruction on education. They gradually began to reform education notions, objectives and methods in order to train the talents to adapt to the information society. Computer t

10、echnology take the first placement of all the assisted technologies. All over the word, America is leading this field, other developed countries dont want to be left behind, and Asia is also developing fast. With the development of information technology , teachers and researches star t to use compu

11、ter, which paved the way of Multimedia Assisted Instruction. MAI was first applied in some middle schools and colleges in Britain and other European countries.(Levy,1997).The following are some related researches abroad.(1) How to meet students needs of language learningresearches came to study how

12、to meet Ss needing of English learning with the application of computer technology ( oxford, park-oh, Ito and Sumrall, 1993). The knowledge which is learned by the learners in MAI will directly influence the effect of MAI. In other words, the learning achievement is closely related with the studying

13、 process. We can see that: in learning process, students are the mainstays of learning and learners behavior should also be concerned. When students meet some problems in studying, they should be given timely aids to finish the learning task with MAI. By the help of MAI, students can make full use o

14、f their free time to learn other related language materials without pressure. (2) Researches on MAI software systemsIn the field of language leaching and learning, more and more people began to study how to develop effective MAI systems to improve English quality (Richards and Rodgers,1994; Conrad,

15、1996). At the beginning, MAI software systems emphasized on grammar learning and students are not interested in it(Nagata,1993). In order to meet the learners communicative needs, researchers has developed some software to focus on language functions and language(Bacon,1992). At the same time more a

16、nd more software was sued to improve the students speaking and listening skills, and help students to enlarge their vocabularies (A braham,2008; Nakata, 2001). It is easy to conclude that changes have taken place in media from audio-video media to super interactive network multimedia net work, espec

17、ially modern interactive whiteboard technology(Schmid,2008; Higgins and Hall,2005)(3) Researches on the application of MAI in language teaching and learning. In traditional language teaching, the face-to-face communication was the main way, but in multimedia-assisted language teaching, it is the top

18、ic about how to successfully create the language communication environment. Through comparing the face-to-face communication with the multimedia-assisted communication, the effective way of communication in MAI was invented (Hems, Duensing, Stickler and Batstone, 2007) (4) Researches about teachers&

19、#39; roles and interaction in new type of class Multimedia-assisted language teaching provides teachers with effective ways of presenting knowledge and offers frequent communication and interaction between teachers and students or between students. In multimedia -assisted language teaching model, te

20、achers' roles and collaboration among students are widely researched by many scholars abroad (Brett and Nagra, 2005;Albirini, 2006). Researches at home With the rapid development of information technology in education abroad, it becomes a hot topic that how to promote multimedia into educational

21、 field in 1990s (Li Yongjian and He Kekang, 1997). In China, the researchers of studying multimedia assisted language instruction mainly learned foreign experience and brought advanced research methods, and they focus different researches in this field and form a relatively independent theoretical s

22、ystem with Chinese Characteristic. Tan Yanling&Yan Hua(2007) had a statistic analysis about computer assisted English instruction in 10 kinds of CSSCI journals on foreign languages, and concluded the features of computer assisted English instruction in China. The 10 kinds of CSSCI journals are F

23、oreign Language World, Educational Technology for Foreign Language Teaching, Foreign Languages and Their Teaching, Foreign Languages Research, Foreign Language Teaching and Research, Foreign Language Education, Foreign Language Teaching Abroad, Contemporary Linguistics, Modern Foreign Languages, For

24、eign Languages. The study outcome reveals: (1) Since 21St century, the studies on computer assisted English instruction have been increasing at a high speed; (2) In the aspect of research methods, non-baseline studies take absolute advantage, whereas baseline studies also keep increasing prominently

25、; (3) In the aspect of research content, it mainly includes 5 kinds一theoretical discussion, classroom practice, teacher-students relationship in the context of network, language test and multimedia network and software of computers. He Gaoda(2002) states that the function and feature of multimedia p

26、rovide reliable technological support for instruction, and its interaction is good for activating the interest of learners and good for receiving knowledge better, and the multimedia computer can be used as a cognition tool to construct the best learning context. Kang Shumin and Wang Xuemei (2003) a

27、rgues that the development and application of multimedia technology constructs an open instruction environment for foreign languages teaching, and it breaks through the boundary of the time and space of traditional instruction, which makes learners perceive and use the target language in a relativel

28、y real language context. Zhou Guanling (2005) states that multimedia technology develops at high speed, and has been brought into classroom. And multimedia courseware that integrates the written text, sound, drawings, diagrams, animated drawings or diagrams, still photographs, other images and video

29、 clips and has powerful interactive feature can create a vivid and real teaching context which provides a communication tool for teacher and enlarge teaching information. In classroom teaching, the teacher, by use of computer multimedia, has an active teaching, activates learners' enthusiasm and

30、 helps learner to show their imagination and creativity, and then achieves teaching outcome of high quality. During the 10th "five-year plan", with the development of network, multimedia technology and network technology was integrated. And then multimedia network technology was used widel

31、y into English teaching field, at the same time relevant research papers were published year by year, such as Chen Jianlin(2004), Zhang Hua(2003), Feng Qi and Zheng Jing(2006), Liu Caimin and Qu Xiangqun(2006), Fu Linfang and Yang Jianding(2007).Multimedia network assisted instruction is not only th

32、e feature of modern English classroom, but it will also be the main stream of MAI in the future of English classroom teaching.研究目的：Multimedia Assisted Language Teaching enlarges the scope of teaching and learning and it helps to extend education beyond the school campus. Because it can improve the c

33、ommunication between teachers and students and encourage more works on the students' part, especially individualized learning. All these, together with the abundance of information available on Internet, have contributed much to the fast development of multimedia teaching in the world. Like many

34、 other new things, the multimedia English teaching and learning in middle school also has its own strengths and weaknesses, which have gradually come to the surface after a few years of development. Teachers and students nowadays are not so excited in the face of the Internet teaching. This is quite

35、 easy to be understood. Research of this newly emerged teaching method has just begun and so far not many fruits have been harvested. Teachers and student are still in need of more scientific guidance in their teaching and learning. Against all odds, there is no denying that the multimedia assistant

36、 English teaching and learning is to become the most popular learning style in the future, as proved by the development of the information technology. Therefore it is of great significance and practical value to study the various "whats", "whys", "hows" in the multimedi

37、a assistant language teaching and learning.研究内容Chapter 1 Instruction1.1 Background of the study1.2 Significance and purpose of the study1.3 Overall structures of the paper Chapter 2 Literature review2.1Brif introduction to multimedia and MAI 2.1.1 Multimedia2.1.2 MAI 2.2Theoretical background of MAI

38、 2.2.1 Cognitive perspective 2.2.2 Constructive perspective2.2.3 Modern educational transmission theory 2.3 Related researches abroad and at home 2.3.1 Researches abroad 2.3.2 Researches at home 2.4 SummaryChapter3 Methodology 3.1 Researches questions 3.2 Researches methods. 3.3 Researches procedure

39、s Chpeter4 Analysis and findings 4.1 Analsis of the data from teachers questions4.1.1 English teachers' basic information4.1.2 Present environment of computer hardware and software4.1.3 English teachers' reflection and attitudes towards MAI4.1.4 English teachers' theoretical and technica

40、l knowledge4.1.5 Current situation of applying MALT in practical teaching4.1.6 Factors that affect English teachers' application of MAI4.1.7 The high quality for teachers to mast the highly developed MAI class 4.2 Analysis of the data from students questions4.2.1 Students' situation of learn

41、ing computers 4.2.2 Students' attitudes towards MAI4.2.3 Students' refection towards MAI 4.2.4 Current situation of students' autonomous learning 4.3 Results of the interview 4.4 Findings Chapter 5 suggestions 5.1Guiding teachers to actively adapt to MAI5.2Stengthening construction of ha

42、rdware and software5.3 Optimizing design of MAI courseware 5.4 Providing trainings for teachers5.5 Cultivating students ability of autonomous learning 5.6 Reforming management system Chapter6 Conclusion 拟研究解决的问题Since most of the present studies on MALT just belong to descriptive studies from the per

43、spective of teachers, there need be further studies by means of quantitative study from the perspective of students. Therefore, this paper makes the analysis of MALT applied in rural junior middle schools from the perspectives of teachers and students.Then, this paper intends to deal with the follow

44、ing questions.(1)What is the current situation of MALT in English classrooms of the rural junior middle schools?(2) What are the barriers for teachers to use MAI?(3) What is the situation of students' autonomous learning via MAI?(4) What qualities should teacher have to make MAI class effective?

45、 拟采取的研究方法，实施方案及可行性研究1 Active researchActive research is based on the particular teaching activities, which belongs real teaching practice. The scholars use multimedia assisted instruction to solve the problems they meet in their daily teaching.2 Literature reviewThis is not a new topic. Many researc

46、hers have studied on it. I study their study results by reading some books, newspapers, reports and surfing the internet to begin a further study or find a new point.3 InvestigationUse some question papers to interview what do the students think of the multimedia assisted instruction to get some inf

47、ormation. We are interested in what is students reaction about the new type of teaching and learning.课题的创新性The thesis aims to draw on the experience of the former researchers, combing with the realistic problems in secondary school and the authors personal experience, analyze the reasons and explore

48、 some feasible solutions. By the research, the researcher try to find What qualities should teacher have to make MAI class effective.计划进度、预期进展和预期效果2013.2-6 Collecting information and thesis proposal preparing2013.7 Thesis proposal2013.8-12 Collecting information and reading reference books2014.1-3 T

49、he first draft2013.4-8 The second draft2014.9-10Thesis defense参考文献 1 Abraham, B. (2008). Computer-mediated glosses in second language readin comprehension and vocabulary learning: A meta-analysis. Computer Assisted Language Learning.2Albirini, H. (2006). Teachers' attitudes toward information an

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51、. "Language games" in the mathematics classroom: Their function and their effects. In P. Cobb&H. Bauersfeld (Eds.), The Emergence of Mathematical meaning; Interactions in Classroom Cultures (pp. 271-289). New Jersey: Lawrence Erlbaum Associates.6 Brett, P.,&Nagra, J. (2005). An inv

52、estigation into students' use of a computer-based social learning space: Lessons for facilitating collaborative approaches to learning. British Journal of Educational Technology.7Brinton, D. (2001). The use of media in language teaching. In M. Celce-Murcia, M (Ed.),Teaching English as a second o

53、r, foreign language (pp. 459-475). Boston: Heinle Publishers.8Brown, H. (1994). Teaching by Principles: Au luteractiou Approach to Language Pedagogy.New York: Prentice Hall.9Bruner, J. (1961). The act of discovery. Harvard Educational Review10 Calza, R.,&Meade, J. (1997). Gen technique: Learning molecular biology with in a Networked environment. Proceeding of CAL, 97(3), 165一168.11Chomsky, N. (1990). On the nature, acquisition and use of langua