A Study on the Application of Multimedia in English Teaching in Middle School英语专业毕业论文

AbstractMultimedia,anmediawhichconsistspicturesanimation,toEnglishinmiddleschool.Usinginhasinusualcontactwithstudentsmiddleitisthattheyhavesomeviewpointsteaching,soismuchtomultimediaapplicationininschool.Theofpresentsituationofapplicationinteachinginmiddleschool,thenfindoutmethods.Thequestions:theteacher‘sofEnglishwiththeproblem(s)runintowhileteachersconductingteachingWhatthebestresolveproblems?research,throughsurvey,somerandomlychosenofChangJiNO.4schoolchoosestheGradeTwostudents.Throughitisthatproblemsexistinginofareas(1)cannottakeeffectivelyofspeedof(2)reducestheopportunitiesofemotionalexchangebetweenofthefrominterpersonalcommunicationcommunicationinclassroom.(3)Multimediacoursewareaplatformforgatheringinfactbecomesanoftraditionalspoon-feedingeducation.Thus,studentsrecipientsofinformationinclass.(4)teachingnotconducivetotheofstudentsspokenEnglishtoacertainextent.Intotheseissues,theguidanceoftheoryofConstructivismHumanism,exploredthemethodsinwiththetherelatedsuggestionsas(1)scientificclassroomteachingmode;(2)practicalcourseware;(3)Strengthencommunicationwithstudents;(4)highlightthemainroleofstudentslearningi:Multimedia;inschool;Suggestion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？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）要建立科学的英语课堂模式）设计实用性的教学课件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

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多媒体，初中英语教学，建议iiAcknowledgements

Contents

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..........................................................................................................i摘要

..............................................................................................................iioftheStudy1.2SignificanceofResearch....................................................................................11.3Framework...............................................................................................................22．Literature...............................................................................32.1DefinitionofMultimedia.........................................................................................32.2TheAbroadResearchesResearchesat2.3ofResearch............................................................................4..................................................................................................43.2HumanismResearch73.1Research3.2Subjects3.34Collections.......................................................................................................7Results4.1ResultsoftheQuestionnairesfor..............................................................84.2ResultsoftheQuestionnairesforTeachers............................................................105．.........................................................................................iii5.1MajorFindings.......................................................................................................135.2............................................................................................................13BuildingClassroomMode...........................................13DesigningMultimediaCoursewareEmotionalCommunicationHighlightRoleofStudentsLearning..............................155.3LimitationsofResearch...................................................................................16References.................................................................................................ivofthethetaughtassecondincountriesalloverteachinginfacestroubles.AofstudentscouldnotbeactivatedinEnglishlearning.studentsinschools,losetheirtheperiodbecauseofboringlearningTherepresentativeofpsychologyJ.S.BrunerbelievedthatbeststimulusforisinterestTointerestwilldirectlyaffecttheirstudyinEnglishteaching,theteachingaidisunavoidable.Human‘sunderstandingisfromvividdirectviewingtofromabstractteachingstrengthentobedirectviewing.Ifteacherutilizesaidsinitstrengthenteachingdirectviewing,thethroughthedifficulties,giveprominencekeyofstudentsforrememberingunderstanding,andenhancestudents‘interest.Withtherapidoftechnologytheofthedigitalchangeshaveinallofsociety,noinlanguageteaching.IntodayChina,modeitselfcannotadaptrevolution,anincreasingofmiddleEnglishhavegraduallyrealizedtheittheirownteachingofEnglish.newteachingassistingEnglishhascomeintoMultimediatechnologyteachinganagreatofinformation,whicharouselearners‘interestestablishalivingcontext.Undoubtedly,technologynaturallygoodchoiceforlanguage1.2SignificancetheResearchTheteachingisofgreatforEnglishinwhichbrieflyspeakingbefromthreeateachingisofthemajorofpresent1teachingreform.thedevelopmentofscience,technologyandtheuseoftheeducationalgreatlybenefitslot,thetraditionalteachingdoesn‘tadjusttotheofteachingandtheofoursocietyforgraduates.Thus,itthatthehavebyinteachingtocreateamodernlearningenvironmentforacquiremuchaspossible.econdly,significanceofcanthinkingforthepurposeoftheirWethatthoughteachingownsmuchitsdisadvantages,whichareeasilywhichcanresultininefficientteachingresultsuseofmedia.thenecessaryresearch,canattainsomeofthereasonsforforbyfullofallthehirdly,thisbutalsoInpreviouswiththeofmostlywilltakelearnersthemainfromcanknowmuchbetterthefromitcanalottosuccessoftheteaching,forteachingincludingstudents‘learninghabits,attitude,motivation,wellasskillofRemember,alltheabovecertaintoinfluencetheteachingmode.1.3FrameworkThethesisoffivechapters.Chaptertheofthepointsoutoverallofthesis.review,whichreviewsallstagesofofteachingtheofabroad.Threeofclassobservationandpresentsdata,informationanalysisofChapterisrevealstheproblemscountermeasures.Fiveconclusion.22Literature2.1MultimediaDifferentpeoplewithdifferentpurposemightdefinemultimediadifferently.toNunanisanybasedpresentationorthatoroffollowingtextItcanalsobeinformationpresentedinaudio,graphics,andLiterally,media:graphics(theNevertheless,peoplerefertheygenerallytheofcontinuousthatis,havingtobeduringwell-definedinterval,usuallywiththeuser‘sparticipation.Inpractice,thenormallyaudioandvideo,thatsound1999)2.2RelatedResearchesatAbroadandHomeAbroadIta(morethanahalfofofteachingandlearningabroad,especiallyinUnitedTaylor(1980)thatcomputerassistedlanguagelearningprogramsbestimuliforsecondlanguagelearning.Nunanthatinteractivevisualwhichcomputershaveauniqueinstructionalcapabilityforthatsocialproblemsolving,suchasinterpersonalforeignlanguagesecondlanguagelearning‖(p.26).Cheng-ChiehLai&WilliamAllan(2006)thatresearchindicatetheuseofcomputerhasaeffectonachievementlevelsofsecondbutitweaknesses,suchasfinancial,requiredAndthatrecognizetheofusingcangetoftechnologytosecondlearning.Theabovefewprovidewithathroughcangetfollows:(1)Theteachingmethodhas3ofThemainlyfocusformsmodelsofdesignofteachingsototrytohighlightofapplicationofManyresearchesfocusonofaspect,butneglectthelearners‘psychologicalaspect.atHomeso-calledalittleinour(objectivelyitbeganin1980s),itpreviously,nearlyeveryschool—withtherelatedWangthatif(ducedandusedinwithteachingcaninclass.Thereasonthatstudentswillfatiguedullmoodovertimeifrevolvestheadviceisauxiliarywillbetomoderatelyadjustthe2.3ofResearchSometheoriesfollowsarethebasisofthetoConstructivismisathatdiffersradicallyfrombehaviorism,suggestingthatlearningisbylearnersconceptsbymakinguseofknowledgeand(KenBetty,Theindividualitselfconstructshisownunderstandingdependingontheorknowledgeratherthanpurelyacceptsitinthemind.movementfromoftothewithincontextofourlearningthatpartlybasingonKelly‘stheoryofpersonalconstructs.Kellysuggeststhatpeoplebygroupingaccordingtosimilarityandopposites(ascitedinBetty,p.94).Onthemodel,Bruner(1963)thattoinstructsomeoneinadisciplineisnotmatterofgettinghimtoresultsto4Inenvironment,shouldplayanassumeforownlearning,theynewinformationwithwhattheyalreadyknow,activelyconstructingtheirknowledgetoMAIwillthebyconstructingofbymeansofthetheMAIisonbasistheConstructivism,itexploititspowerfulfunctionsatanoptimalIntheenvironmentofMAIbasedonConstructivism,theoftheteacherbecomescomplexitdoesonlyalsoinvolvesscaffoldingactivities,feedbackbyofthemultimedia.Constructivismtelltoitsuggestcertainattitudesandprocedureitpointopportunitiesforusespontaneousimagination.2.3.2Humanismumanismemphasizesimportanceoftheinnerworldofthelearnerandplacetheindividual‘sthoughts‘feelingsandemotionsattheforefrontofallhuman(Williams&2005‖.ErikEriksonisanoutstandingresearcheriHumanisticpsychology.ThebasisforErickson‘sideas,whichheinclassicSocietythatthewayinindividualsthroughpredeterminedmaturationalstagesuponthechallengesthataretimesintheirlives(Williams&2005).Erikson‘stheoryalsoviewsinvolvingwholethedoesnotmerelypiecesofAbrahamsuggestsahierarchyofneedsthatisusuallyinformofapyramid.Maslowideashumanneedfulfillmentpointsimportanceofsecurelearnersfeeltheycanupbyreceivingfromothers(Williams&Burden,2005‖.Meanwhile,Maslowthinksthateducationenableslearnerstodevelopasindividualsinright.D.E.Hamacheck(1977:149)argues,startswiththethatittobecomemorelikethemselveslesslikeeachother‖(ascitedinWilliams&Burden,p.34).nhumanist-learningenvironment,everyexperienceshouldbe5withinthecontext;learnersbeencouragedtomakechoiceforinwhathowknowstudentsindividualsandseektotheinwhichtheymakeoftheTherefore,teachersshouldprovideanoptimalforgroupofanauthenticnaturetoplace.MAIwillassisttorealizegoal.6ResearchDesignThepurposesoftheresearchtofindproblemsofapplicationsinEnglishteachinginbyfirst-handinformationdatagainedfromwayofobjectively3.11)WhattheviewpointsofEnglishwithmultimedia?2)Whattheproblem(s)intoconductingteachingwithmultimedia?3)Whatarebestresolve3.2SubjectsThesubjectsofthe110students10chosenfromschoolwriterchooseGradeTwothatanalyzetheofapplicationoftheMAI.3.3ThewritertoconductthisTherearetwopartsforisforwhichconsistsof19multiplechoicequestions(seeAppendix1)110tothe‘sopinionattitudetheofinEnglishAppendixisfortheteacher-subjectsabout10aboutthes‘viewandattitudetothesamequestion.Therecoveryoftherateis100%.3.4DataCollectionstoquestionnaires,toparticipantsinIneachteachertenfortofinishtheAfterdistributionoftheicipantsanswersinputExcelstatisticalanalysisusedtothem.7ResultsandAnalysis4.1ResultsQuestionnairesforStudentsTheforstudentsforinvestigatingkindsofproblems:thepresentmultimediamode;2)generalof3)evaluationofteachingwithmultimedia.Thewillpresentresultsonethefollowingtable:3.1Students‘Viewsaboutthepresent

3

4

5Questions40%21.11%45.23%

48.57%25.63%

11.43%

00

35.71%42.86%

18.57%

Noitem23.16%42.21%31.01%0.6%24.12%38.69%32.66%1standsforstrongagreement;2agreement;3forgeneral4disagreement5strong1tothedataofTable3.1,88.57%ofsatisfiedwithequipment,nonesatisfaction.48.57%justagreementNearlyofagreetheviewthattherunsquicklythatstudentscannotwriteintimewhileonlyofthemchooseoppositeanswer–needsbethatnoneofholdstrongfor35.71%ofmaintainthatit‘sagoodwayforteacherstohandtheprintedcoursewareforcangetmoretowithwhile42.86%of

it‘snotverygoodwayfortheywilleasilydistracttheirattentioniftheydon‘tmakerevealsthat68.39%ofstudentsthattoleadirrigation‖Q15revealsthat63.82%ofthestudentsthatteachingjustofthetraditional-feeding‘‖Allinall,dataindicatesthatteachingisnotperfect,afewFirst,manythatrhythmrunssoquicklythatcannotdownintime.Second,Multimediacoursewareasaplatformforinfactan8oftraditional2Thefollowingtableisaboutstudents‘generalunderstandingmultimediateaching:TableStudentsGeneralUnderstandingofMT1235Questions15.71%51.43%64.29%22.86%018.57%61.43%18.57%080%11.43%34.29%61.43%Noitem14.57%31.16%40.20%13.07%tostatisticalof3.2,Q1indicatesthat97.14%ofthesaidthattheycantoonlyofstudentssaidthattheycan‘t.indicatesthat72.86%

ofmaintainthatteachingthan22.86%ofthethinkbothofarebalancedonlythe98.57%ofthatisofsignificancelearning(Q3).thataboutofthatteachingwillbemultimedia-dominatedtraditionalmethod-supplemented.that61.43%ofstudentsthatkindofwithvideo34.29%thecoursewarewithpicturesonlypreferindicatesthat40.20%thestudentsthinkthattheofinshouldbe40-60%31.16%thinkthatshouldbe60-80%.toanalysiscanconclidethat:first,teachinghasthanSecond,studentsthinkthatgreattolearning.Third,studentsthatthemodewillbemultimedia-dominatedmethod-supplemented.93)ThelowingtableisaboutstudentsoftheofTableStudentsEvaluationoftheEffectofMT

1

2

3

4

5Questions

15.71%18.57%

51.43%25.71%55.71%32.86%28.64%27.64%29.15%24.62%

27.15%41.43%36.68%35.68%46.23%43.22%

12.86%32.86%20.10%25.63%

003.3,87.14%ofstudentsthatteachingcansaveprovidenewwithtraditional(Q5).ofthestudentsthinkthatmultimediateachingimprovetheirtheefficiency(Q6).ofstudentsexpresstheirwitheffectwith(Q7).92.86%ofthestudentstheirlearning68.34%ofthatcaninreducingcommunicationbetweeninterpersonalchangesintoadialogue(Q16).68.34%ofthattheybecomepassiveinteaching78.90%ofthatistocultivatingautonomiclearning72.36%ofthestudentsthatisnotconducivetoimprovingtheirspokenInthatcansaveprovidemorenewimprovetheirattentionandtheclass.manystudentsbecomepassiverecipientsofinformationinisnotconducivethetrainingstudents‘4.2ResultsoftheQuestionnairesforTeachersTheforteachers(seeAppendix2)isforinvestigatingofproblems:viewsaboutequipmentandteachers‘concept;understandingof3)evaluationofteachingwithmultimedia.Thewillpresentresultsone1Thefollowingtableisaboutteachers‘viewsofMTequipmentandtheirteachingconcept:TableTeachers‘TeachingConceptandViewsaboutMTEquipment10Questions

10

23526.67%48.89%17.78%

57.78%

13.33%0to75.56%ofwiththeteachingequipment,however,nonestrongagreement48.89%theiragreement(Q1).86.67%oftheinsistthathavealreadyestablishedtheirteachingconceptwith(Q2).Inword,agreewithintheirestablishedtheirteachingwith2）tablebelowforinvestigatingteachers‘understandingofmultimediateaching.3.5TeachersGeneralUnderstandingof45Questions75.56%15.56%073.33%15.56%Noitem17.78%37.78%28.89%13.33%51.11%33.33%11.11%31.11%17.78%48.89%40%40%44.44%11.11%todata,95.56%ofmaintainideathatmultimediateachinghasadvantagesdisadvantages(Q5);73.33%preferthecoursewarewith15.56%towithvideo(Q6);37.78%thattheofinshouldbe60-80%28.89%thatshouldbe40-60%5111%ofthatmodebemultimedia-dominatedmethod-supplementedthinksthatteachingwillcompletelyoftraditionalteaching(Q8);88.89%ofthatisandtroublesome97.78%thatcoursewareshouldusedininordertoultimateof95.55%thethatitnecessaryforschoolouttoinInshort,‘theastheirthathasadvantages,andtheteachingshouldmultimedia-dominated11traditionalStudentspreferkindofcoursewarewithvideoanimation.3Thetablebelowisaboutteachers‘evaluationofteachingeffectwithmultimedia:TableTeachers‘EvaluationoftheEffectMT

1

2

3

4

5QuestionsQ3Q4Q9

13.33%

62.22%53.33%55.56%11.11%15.56%31.11%22.22%42.22%

35.56%24.44%20.00%31.11%20.00%22.22%44.44%

62.22%46.67%44.44%46.67%

000above91.11%ofthethatwithcanimparttostudents,thusimprovingtheefficiencyof(Q3);91.11%expresstheirwithteachingeffect(Q4);93.33%thethatteachingcanstrengthenstudents‘learninginterest(Q9);33.33%ofthemthinkthatmultimediateachingnotconducivetoofwhileitcandoso(Q10);48.89%ofthatMTisnottomainroleofstudentswhile51.11%itcando53.33%oftheteacherstheirwithstudentsreduce46.66%ofthatnotconducivetoimprovingstudentsspokenEnglishwhile53.34%think(Q13);oftheteachersthinkthatMTcancultivatestudents‘autonomiclearningawareness(Q14).IncanmoretocanstrengthenlearningsomethatMTconducivethemainroletheimprovingstudents

‘125Conclusion5.1FindingsTakingfullofofquestionnaires,thewriternothefollowingwhichwillcertainlyfocustheresearch.TheteachingrhythmsoquicklythatcannotwriteinthatteachingconducivetooftheteachingnegativelyopportunitiesofexchangebetweenoffrominterpersonalcommunicationtocommunicationinasaplatformforinfactbecomesanelectronicoftraditionalThus,manytherecipientsofinformationMultimediateachingisnotconducivetothetrainingofstudents‘spokenEnglish.Ofcourse,alsoexistsomefindingsinastheconditionofproducingofforwhichbeartheirownresponsibility.5.2SuggestionsteachingbeenincountryforjusttenyearsitstillhasalongtoInordertooptimizetheeffectofteaching,isneeded.Someforfurtherresearcharelistedfollows:BuildingScientificClassroomTeachingModetoforthestudent-subjects,someofthemthinkthatsomecoursewaretoocolorfultotheirisatfastspeedinteaching,so,itishardforthemtakeforteacher-subjects,itisthatisanauxiliarymeansofteaching.Therefore,teachers‘useofmultimediabeinareasonableTheanswersofquestionstoteachingmodelinforthe13teacherandhavethisThus,shouldcontinuouslyupdatetheirprofessionalfullythenetworkteachingimproveteachingcannotbeabusedtothewholeclass.teachingshouldbeproportionallydependsneedoftypescontentfromstudent).Itonlyanadjunctteachingmodeall.throughwritingonblackboard,passionatehumorousbodycantheofmobilizethecreativethinkingofgoodTherefore,thetraditionalmethodcanbecompletelyItbeteaching.PracticalMultimediaThecanprovidemailnews,andsoon.Whilethechangeteachingideascouldn‘tfinishedinoneday,thecourseware.Influencedbyideas,useoldbottlesforputallstudytheSotheirlackandtimecomputershavebecomepopularinChinaisnotlong,soEnglishteachershaven‘tusedthemforalongteacherscanusethembyself-study.TheytheyhaveveryshortteachingAlltheaboveteachingmethodfrominEnglishMakingwell-designeddifficulttofinancially.Itneedsteachers‘appropriateuseofallofmediaintotheteachingreasonablesufficientplan.Agoodmultimediacoursewarecoststeachers‘alotofenergytoscript,collectselecttheappropriateofsound,figures,videoimages.Ittakesdozensofhourstoproduceasinglehour‘scourseware.Therefore,schoolsshouldincreaseproducingteachersandorganizingrelativeteams.CommunicationwithFirst,shouldupdateteachingconceptmentionedpreviously.TheyrealizethatisanofteachingthatcanwholeSecond,coursewareshouldmorefocused14concisetoofinterviews,socanleaveperiodofforteacher-studentstudent-studentcommunication.shouldalsotheoftraditionalaccount,theuseofcommunicationtostrengthenteacher-studentFourth,trytoparticipateinactivitiesbystudentstheteacher-studentcommunication,whichcanalsoandshynessofstudentsin5.2.4FurtherHighlighttheMainroleofStudentsinLearningitisofelementsofmodel,itnecessarytobediscussedthemainbodyoftheofquestionnaires,48.89%oftheteacher-subjectsthatteachingnottodominantpositionofThisthatthepositionofnotmanyteachershaveunderstandingownroleinsincreasestudentsactivitiesintheclassroom,whichmainlyoutfinishedbystudents.MakingpresentationswithPPTactivitythatstudentsusuallydotothetheory,forcoreofconstructivismisindividualsliveintheofpersonalKnowledgeisactivelyconstructedbyindividualisanprocess,whichorganizestheindividual‘sexperientialworld2010).preparingPPT,theirunderstandingtheirownsubjectiveexperiencesinsteadofbeingimposedknowledge.Infact,PPT,feelthattheyareoftheclassroomthattheymustverywelltoagoodtotheotherstudents.IftheytheycanexperiencesenseofBesides,alsoabestofautonomously,byparticipatinginabilities,cantheirabilities,whichreading,usingandorganizingclass.Asaresult,studentslearningenhanced.TheywillhaveunderstandingofenjoywhileOnlysuchactivitiescanstudentsexperienceroleoftheclassroom.althoughthiskindofisaitveryalwayswelcomedbystudents.155.3LimitationsofResearchsomebutaresometobeFirst,thenumberofsubjectsisonly110theislimited.11010representascope.Second,thefromChangjiMiddleSchoolsimilarteachingshouldinvestigatemoreandmoreintheresearch.abovelimitation,topicaboutofinEnglishshouldbestudied.16BettyK.andComputer-assistedLanguage[M].ForeignTeachingandCheng-Chieh&AllanAdvantagesofComputerin[J].J.S.Bcessof[M].AmericanHarvardMcCann,SocialPsychologyandLanguageLearningTheRoleofMotivation[M].London:EdwardArnold,D.languageteaching&[M].Boston:&Heinle1999.Richard,andmethodsinteaching[M].NewPress,Taylor,R.Theintheschool:tool,andtutee[M].NewYork:TeachersCollegePress,Williams,PsychologyLanguageTeachers[M].ForeignTeachingand毕玉.论多媒体技术在英语课堂教学中的应用[J].广:广东教育出版社,1998,27(4):1-2.[10].陈芙.多媒体教学与英语课堂互动J].黑龙江教育学院学报,2006(5).[11].葛.现代教育技术和外语教学[J].上海师范大学学报，32(2):67-70.[12].黄若.建构主义与多媒体外语教学模式[J].中小学英语教学与研究，2000,54(2):32-33.[13].茅育青.新课程背景下学科教学与信息技术的整合M]杭州浙江大学出版社，2006.56-60.[14].潘天士．中学英语课件制作实例与技巧．北京：机械工业出版社，2004.45-47.[15].王蔷.关于教育方法与手段的基础知识J].2007,12(2):20-24.[16].王小娟.大学英语多媒体CAI教学与教师面授互补性探索[J]国电化教育，2003,(1).[17].谢晓丹.对多媒体辅助初中英语课堂教学反思J].东北