english-teaching-and-learning-in-junior-middle-school-英语专业毕业论文设计

AStudyofApplicationofMultimediaEnglishTeachingandLearninginjuniorMiddleSchoolAcknowledgementThispaperwascompletedinMay,2009.Foritsbeing,Ioweagreatdealofthankstomanypeople.First,IwouldliketodedicatemymostsinceregratitudetoWangYiyun.Mysupervisorwhosecarefulandinsightfulguidanceintheformworkshapingandpaperwriting,andwhosewordsofencouragementintimeofdifficulthavebeenofgreatworth.Withoutherinsightfuladvice,generousguidanceandpersistentencouragementintimeofdifficulthavebeencompleted.Herstrictattitudetowardsstudydeeplyimpressedme.Therefore,Iownameritinthisthesistoherandofcourse,forthemistakes,Ibearthewholeresponsibility.Second,Iwouldexpressmyheartfeltthankstomyformmaster,ChenLiyun,ProfessorWangJing,DengShumei,GongShan,LiLifang,LiJiyun,DuanLifang,LiuAihua,LiNa,andYangLi,whosecourseshaveenlightenedmymind,enrichedmyknowledgeandenhancedmycompetence.Withouttheirinstruction,Icouldnothaveachievedtoday’sprogress.ImustofferspecificthankstoChenLiyunwhohasgivenmepatientguidancewheneverIturntoher.Third,IthankProfessorZhangJingbo,DeanofEnglishDepartmentofmycollege,forrecommendingthispaperandofferingheradviceonmydissertation.Fourth,additionalthankstheteachersandstudentsofmypracticeschool-LuoxiongJuniorMiddleSchool.Theygivemesomeunderstandingandsupport.Lastly,Ithankmyfamilymemberswhohavegivenmetheirconstantencouragementandsupportinmyacademicterms.Withoutallthesepeople,Icouldnothavecompletedthesis.AbstractAsmultimediatechnologybecomesmoreaccessibletoteachersandlearnersacrossthenationandintheworld,itspotentialasatooltoenhanceEnglishskillsbecomesapracticaloption.Multimediaallowsintegrationoftext,graphics,audio,andvideoinarangeofcombinations.ThevividscenarioscreatedbythosetechnologieshelpthelearnerstounderstandbetterandthusdevelopmoreEnglishskills.ThethesissummarythetheoryofmultimediaassistedjuniorEnglishteaching.AndthenfindthedisadvantagesoftraditionalmiddleschoolEnglishteaching.Analyzeanddiscusstheresearchingresultsofthequestionnairesamongthejuniormiddleschoolstudents.Throughtheanalysisanddiscussion,concludethefunctionsofmultimediaassistedinmiddleschoolEnglishteaching:itcanarousestudents’interestsandinitiativeanddevelopstudents’abilitiesoflistening,speaking,reading,andwritingbymeansofusingsounds,pictures,filmsandflashesandsoon.Keywords:Multimedia;Assisted;EnglishTeaching摘要随着多媒体技术在世界范围的普及,它作为提高英语技能的工具,有效而且可行。多媒体为学习者提供图文音像的组合,这种组合所创造出的生动情景有助于学习者对语言的理解和语言技能的提高。本文从对多媒体辅助初中英语教学理论基础的概述入手，揭示了传统初中英语教学的弊端，对初中学生问卷调查的结果进行分析与讨论，从而得出多媒体辅助初中英语教学效果的结论：它能利用声音、图片、影像和动画等全面调动学生学习兴趣、积极性以及提高他们听、说、读、写的能力等。关键词：多媒体；辅助；英语教学CONTENTSAcknowledgement………………….ⅰAbstractinChinese………………….ⅱ=3\*ROMANAbstractinEnglish………………….ⅲ1.Introduction……………………….11.1Thesignificanceofthisstudy……………........11.2Theaimofthisstudy…………..12.Literaturereview………………......13.ResearchDesign…………………..33.1Theparticipantsofthesurvey……………........33.2Theinstrumentofresearch…………………….33.3Researchmethods…………........33.4Researchquestion……………...43.5Researchprocess………….........44.ResearchResultandDiscussion……………………64.1Researchtheresult……………...64.2ThenecessitiesofmultimediaassistedEnglishteaching….........64.21TheproblemsexistinginthetraditionalmiddleschoolEnglishteaching....74.22Effectivewaysofsolvingtheproblems……84.3ThefunctionsofmultimediaassistedEnglishteaching………....84.31Changingthebackwardteachingmediumsandmeans…….84.32Stimulatingthelearners’senses……………94.33Creatingthecontextsoflanguagelearning……………...............................104.34Developingstudents’abilitiesandimprovingtheircreativity……………..105.Conclusion…………...126.Limitation……………13References………………………............14Appendix………………..151.IntroductionNowadays,moreandhigherdemandshavebeenputforwardforEnglishteachinginourcountry.Atthesametime,theadvancedteachingmedium,multimedia,hasbeenmoreandmorewidelyusedineducation.ItsapplicationhasbroughtarevolutionaryreformformiddleschoolEnglishteaching.1.1Thesignificanceofthisstudy.Agreatnumberofresearchesandexperimentsathomeandabroadhavebeendoneaboutapplyingmultimediaineducationfield.However,thereformofthemiddleschoolEnglishteachingthathasmanyproblemsisgoingoninarelativelyslowrhythm.Multimedia,withitspowerfulstrength,cangreatlyimprovetheEnglishteachinginmiddleschool.Therefore,theapplyingofmultimediainmiddleschoolEnglishteachingisagreatsignificanceandafurtherdiscussioninthispaper.1.2TheaimofthisstudyUptonow,therearemanyteacherswhocannotrealizetheadvantagesofmultimediasothatmanyteachingaidscannotbeusedsufficiently.JuniorEnglishisabasicphaseoflearner.Inthisphase,thestudentsstarttoformtheirfinenessesforEnglish.So,it’sveryimportanttousetheeffectiveteachingtoolstoinspirestudentsofEnglishlearning.Inviewofthis,thispaperwilldiscussthenecessitiesofmultimediaassistedEnglishteachingwhichcomparedwiththetraditionalmethods,andthensumupsomefunctionsofmultimediaassistedEnglishteaching.InordertolettheteachersfindthedisadvantageoftraditionalEnglishteachingmethodsandknowtheusefulnessofusingmultimediatoassistjuniorEnglishteachingsothattheycanuseitsufficientlyandefficientlyinjuniorEnglishteachingandlearning.2.LiteratureReviewThemultimediacameintobeingwiththerapiddevelopmentofmodernscienceandtechnology.Aseriesofexperimentsandresearchesabouttheapplicationofmultimediaineducationfieldhavebeendoneinasynchronicwayaccordingtoitshistoryofdevelopment.Theearliestapplicationofmultimediaineducationshouldbetheaudio-videoeducationinAmericaintheearly20thcentury.AccordingtoYuZhonggen(2004),theaudio-visualeducationreferstonotonlythemodernmediumssuchasslide,movies,recorders,radios,andtheteachingaidssuchaspictures,diagram,andspecimenandsoon,butalsotheteachingactivitieslikesightseeing,journeyandexhibition.TheeducationinDepartmentofVisualInstructionfoundedinAmericain1923pointout,“Visualexperiencehasmuchmoreeffectonstudythanotherexperience.”(Jack,C.Richard,2001:81)ExpertsofHowardUniversity,BernardSpolskeyandMarineWilliams(1980)didanexperimentofmovieteachinginmiddleschoolofthreecities,andtheresultindicatedthatthestudents’scoresincreasedby20.5%(JaneArnold,2002:59).EdgerDale(1988),whowroteAudioVisualMethodsinTeaching,putforwardhisfamousConeofExperience,inwhichheindicatedtherelationshipbetweentheeducationandexperience(GongChunyan,2001:50).Thetheoryplayedanimportantpartintheaudio-visualeducation,anditexpoundedthelaws,thepositionandfunctionofmediumsinteachingandlearning;especiallyitlaidthetheoreticalfoundationforthemultimediaassistedEnglishteachingnowadays.ProfessorHoward.E.Gardner(1989)putforwardacompletelynewtheoryabouthumanintelligencestructure-theoryofMultipleIntelligence(MTinshort).InthisbookMultipleIntelligenceGotoschool-EducationalImplicationsofThetheoryofMultipleIntelligence,heheldthat,“eachstudenthashisparticularpotentialitywhichshouldbeuncoveredbyteachersinteaching.”(CaoChunyan,2002)Inaddition,themultimedia-assistedteachingcandowellinstimulatingstudents’potentiality,sothatstudents’multipleintelligencecanbedeveloped.Thetheoryofbothstudentsandteacher-centeredthinksthatteacherisadesigner,organizeranddirectorwhoregardsteachingmethods,educationenvironmentandfactorsasobjectsintheeducationalactivities;studentsarethesubjectsintheeducationalactivitieswhotransferteacher’sinformationintotheirownmindsandmixoldandnewknowledgeintoanewknowledgesystemandstructure.(SunHuaizhong,2004:158)Therefore,theaimsofeducationcannotberealizedwithoutstudentsassubjectintheeducationalactivities.AndtheapplicationofmultimediainEnglishteachingcanensurethestudents’functionasthesubjectsinteachingactivities.MissCaoChunyan(2002),amiddleschoolEnglishteacher,didanexperimentofmultimediaEnglishteachinginanordinarymiddleschoolinLiaoyangcity,Liaoningprovince.Seeingfromtheresultoftheexperiment,Englishteachingassistedbymultimediacanincreasethestudents’scores;developtheirabilitiesofusingEnglishandtheircommunicativecompetence.(CaoChunyan,2002)Fromalltheresearchesandexperimentsabove,itisnotdifficulttoknowthattheapplicationofmultimediaisagreatsignificanceinEnglishteaching.However,mostoftheseresearchesandexperimentsrevealtheimportanceandadvantagesofmultimedia-assistedteachinginageneralaspect.AsfortheconcretemultimediateachingpracticeinmiddleschoolEnglishteaching,fewerresearcheshavebeendone.Therefore,theauthortriestotalkabouttheapplicationofmultimediainmiddleschoolEnglishteachingfromtheperspectives,thenecessitiesofmultimediaassistedEnglishteaching.3.ResearchDesign3.1TheparticipantsofthesurveyTheresearcherdoespracticeteachinginLuBugeJuniorMiddleSchoolinLuopingcityofQujing,Yunnanprovince.ThestudentsvariesfromGradeseventoGradenineintheschool,theyarepotentialparticipantsinthestudy.Therearenearly1500studentsintheschoolwhichhas30classes,andthereare50studentsineachclass.Sothechoiceoftheparticipantstoanswerthequestionnaireisabout10studentsfromeachclass.Then,theparticipantsfromGradeseventoGradenineintheschoolamountto300.3.2TheinstrumentofresearchTheinstrumentofsurveyinthequestionnaireisabout“applicationofmultimediainEnglishclass”.AccordingtoLuBugeMiddleSchoolstudents’situationanddesignthissurvey,theanswerdoesnotrequirethestudentswritetheirnames,ages,andsexes..3.3ResearchmethodsAccordingtothequestionnairesurveyandtheresearcher’sobservation,askingstudentstocompletethequestionnaires.Itisdifficulttohandoutsomanyquestionnairepaperstothesestudents,soitisnecessarytoaskfortheteachersintheschool.Theyareinchargeofgivingoutthepapersandgatherthem.Finally,theresearcherstatisticsandanalysesthestudents’answersofthesequestionnaires3.4Researchquestion1.WhichproblemsdoexistinthetraditionalEnglishteachingofmiddleschool?2.HowtosolvetheproblemswhichexistinthetraditionalEnglishteachingofmiddleschool?3.WhatarethefunctionsofapplyingmultimediaassistedinmiddleschoolEnglishteaching?3.5ResearchprocessStep1.Theresearchersselect300studentsofthe30classesinLuoxiongMiddleSchool.Inordertounderstandthestudents’situationsofusingthemultimediainEnglishclass,theresearcherobservesandtakesdownhowtheystudyEnglish.Finally,theresearcherfindsoutthatthestudents’studyinginterestsaregreatlyaroused,whichcomparewithtraditionalteachingmeans.Step2.Accordingtothestep1,theresearcherunderstandsthestudents’situationsandbaseonthestudents’practicalsituation,writethequestionnairewhichinclude15questionsabout“theapplicationofmultimedia”.Askthestudentstofillinit.Then,theresearchercountsthestudents’answers.Thestatisticsasfollowing:Table1.AmountAmountQuestionABCDE1901476030212099453603010815933044824012566144906180911171171803829406928801210291361133294129012013526131800120141051503015152136918Theresearchercountstherateofthe300students’answers.Theresultsasfollowing:Table2RateRateQuestionABCDE130%49%20%1%0%240%33%15%12%0%30%36%53%11%0%416%80%4%522%48%30%660%3%37%739%60%1%898%0%2%996%0%4%1097%1%2%111%1%98%123%0%40%45%12%1360%0%40%1435%50%10%5%1571%23%6%4.ResearchResultandDiscussion4.1ResearchtheresultsAfteranalyzingthestatistics,theresearcherarrivesatthefollowingfindings:Fromthefirstquestion,itpresentsmostofthestudents(A+B+C=99%)likeusingthemultimediainEnglishclass;thesecondquestionshowsalargenumberofthestudents(A+B+C=98%)agreetousemultimediacaninspiretheirlearninginterests;thethirdquestionshowstheteachershaveextensivelyusedthemultimediainEnglishclass;seeingfromthequestion4,80%sudentsthinkthemultimediashouldnotbeusedinallofthecourses,butbeusedinpartofthecourses;fromthequestion5,48%studentsthinkthemultimediatechnologyismoreappropriateformiddleschoolandprimaryschool;question6showsthemajoritystudentsagreewithcomparingwithtraditionalmethods,themultimediacompletelycarryoutreformsineducation(60%),only3%studentsthinkithasnochanges;the7thquestionshowsthemoststudentsagreewiththecoursehaslittleeffect,whichreasonistheteacherdoesnotusethemultimediainteaching;fromthequestion8,98%studentsthinkthatinEnglishteachingprocess,theteachershouldbethecenter,andthemultimediaistheassistedaid.Afewstudentshaveoppositeidea.Seeingfromthequestion9,10,11,12,itshowsthatthroughusingthemultimediaassistedteaching,thestudentsunderstandthebasiccontenteasier,whichreasonisthemultimediaisanaudio-visualandvivid.Buttheweaknessofusingthemultimediaisthatteacherandstudentshavenocommunicativeopportunitiesinclass;question12showsusingthemultimediainEnglishteachingcanmakethecourses’atmospherebecomemoreactive(C+D=85%);fromquestion13,60%studentsthinkthatthroughusingthemultimediaassistedteaching,theytakepartintheteachingandlearningmoreflexibly;thequestion14showstherelativemajoritystudentsthinkusingthemultimediainteachinghavecontributedtodevelopmentoftheirabstractthinking;fromthequestion15,itshowsusingthemultimediainteachinghavecontributedtodevelopmentoftheirabstractthinking,whichreasonisthatitisvividandaudio-visual.4.2ThenecessitiesofmultimediaassistedEnglishteachingofmiddleschool.“InChina,whetherthenationalpowerisstrongornotdependsonthetalentsdependsoneducation.”(GongChunyan,2001:49)Nowadays,theeducationinChinawillstepintoanewmodernizationstage,justbecausemultimediaandInternethaveenteredtheeducationalfield.However,thetraditionalEnglishteachingevermadegreatcontributionstothereformsandopeninginChina,itisnotappropriatetothenewinformationstage.SomeproblemsneedtobesolvedandlargeroomisavailabletoimprovethemiddleschoolEnglishteaching.4.2.1TheproblemsexistinginthetraditionalEnglishteachingofmiddleschool.ThefirstproblemisthebackwardmethodsinthetraditionalEnglishteachingofmiddleschool.(HuangTianquan,2003:26)Ablackboard,astickofchalk,atape-recorderandseveralpicturesstilldominateinmostEnglishclassesofmiddleschool.TheselimittheclasscontentanddirectlyhinderthedevelopmentofEnglishteachinginmiddleschool.Thesecondproblemistheout-of-dateapproachesandmodels.(HuangTianquan,2003:27)Goodteachingapproachesandmodelsarecrucialinarousingstudents’learninginterestandimprovingtheirlearningefficiency.WhileinmostmiddleschoolEnglishclasses,teachersemphasizeonknowledgeinstillingofgrammarandvocabulary,andtheyneglecttrainingstudents’abilitiesinusinglanguage.ThusthetraditionalEnglishteachingcannotadequatelybringstudents’consciouslearningactivitiesintoplay,sothattheyloseinterestinEnglishgraduallyevenhateEnglishandEnglishclass.Thethirdproblemisdisobeyingthebasicrulesoflanguage.Alanguageisforcommunication.(LiuRunqing,HuZhuanglin,2002:95)MiddleschoolEnglishlearningcanlayafoundationforstudents’Englishlearning;however,itcannotcreatealearningcontextofEnglishlanguageforstudents.Becauseofneglectingthepracticalusageinrealisticlife,studentscannotspeakbutreadEnglish.Thefourthoneisthescarceofcreativity.(SunHuaizhong,2002:95)Itiscrucialfortheteachertocultivatestudents’intelligenceandcreativityinmiddleschoolteaching.However,thefactisthatthetraditionalEnglishteachingemphasizesthetaking-exameducation,anditneglectstrainingstudents’comprehensivequalityanddevelopingtheirintelligence,whichmakesstudentsaredeficientincreativity.Anotherproblemisthescarceofinformationresources.(HuangTianquan,2003:30)TeachersandstudentsknowlittleabouttheculturalbackgroundoftheEnglish-speakingcountries,astheEnglishtextbooksaretheirmaininformationresource.SoitisdifficultforthemtoreadoriginalEnglishnovels.Inshort,theaboveproblemshaveseriouslyhinderedthedevelopmentofmiddleschoolEnglishteaching.ItisurgenttotakesomemeasurestosolvetheseproblemsandimprovemiddleschoolEnglishteaching.4.2.2EffectivewaysofsolvingtheproblemsThefirstwayistorenewthethoughtsandopinionsabouteducation.Thelargestproblemthattheteachersoreducatorsfaceishowtodevelopstudents’creativity.Theeducationalopinionsarelearningtostudy,learningtocreateinthetwenty-firstcentury.Thesecondistobreaktheorganizingformsoflearning.ChenLiugeng(2005:32)says,“Don’tgiveotherfish,butteachthemhowtofish.”Itisaspecificreflectionofthelifelongeducationopinionstoteachstudentshowtostudybythemselves.Itisalsoanobjectiverequesttoimprovethetalents’quality.Moderneducationaltechnologyneedstoreformtheorganizingformsoflearningwhichshouldfocusonthedirectiontothestudentsandemphasizethestudents’abilitiesofobtainingandsearchinginformationbythemselves.MultimediaandInternetplayakeyroleinthereformoforganizingformsoflearning.Thefourthwayistosurpassthelimitationsoftimeandspaceinlearning.Aftercommunicationsatelliteandcomputernetworkareappliedtotheeducation,Englishlearningcansurpassthetraditionallimitationofthetimeandspace.(liuRunqing,Huzhuanglin,2002:95)Allthestudentsdonothavetostudyaccordingtothesameschedule.Internetmeetsthestudents’needofknowledge.Sucharetheopinionandthepracticalapplicationofeducationalmodernization.Seeingfromthesesolvingways,wecanknowthatthetraditionalteachingmodelandmethodsneedtobechanged.Withouttheaidofmultimedia,thesewayscannotbebroughtintoplay.4.3ThefunctionsofmultimediaassistedEnglishteachingMultimedia,astheintegrationofaudio,video,text,graphics,aswellasitspowerfulinteractivefunction,canplayakeyroleinsolvingtheseproblemsexistinginthetraditionalEnglishteachingofmiddleschool.ThestrengthsofmultimediaassistedEnglishteachingcanbeknownfromthefollowingfiveaspects.4.3.1ChangingthebackwardteachingmediumsandmeansMultimedianotonlyappliesthefacilitiesthatthetraditionalteachingapproachesusuallyuse,suchasthetape-recorderandthepictures;butalsoownsitsparticularpower---theintegratedcapabilitiesofprocessingtext,sound,images,andanimation.ItsapplicationinteachingmakesitpossiblethatthetraditionalEnglishteachingapproachescanbechangedandimprovedinarevolutionaryway.ItsfunctionmeetswellthecharacteristicsofmiddleschoolstudentswhoalwaysshowmoreinteresttoamoreinterestingandlivelyclassroomteachingthatcanturnoriginallydullanddifficultEnglishwordsandgrammartobeinterestingandeasytounderstand.ThereisnodoubtthatmultimediaassistedEnglishteachingisanimportantprocessoftheteachingreformsnowadays,anditbringsafreshwindfortheEnglishteachingeventhecompletelyeducationalfield.4.3.2Stimulatingthelearners’sensesMultimediahasintegratedcapabilitiesofprocessingtext,sound,graphics,images,andanimation.Thus,Englishteachingassistedbymultimediacangreatlyarousestudents’interest,curiosityandmotivationoflearning.Therefore,itcanstimulatelearner’sseveralsenses.Theexperimentalpsychologistcourtieroncedidtwofamouspsychologicalexperiments.(JaneArnold,2002:59)Oneisabouthumansassesstoinformationresources.Hegotaconclusionthroughalargenumberofexperimentsthat83%oftheinformationobtainedbyseeing,11%byhearing,3.5%byspelling,1.5%bytouchingand1%bytasting.(JaneArnold,2002:59)Therefore,theconclusionindicatedthattheinformationobtainedfromavarietyofsensorystimulationthroughseeing,hearingandoperatingwiththeirownhandsatthesametime,wasmuchmorethanthatobtainedbylisteningtotheteachersonly.Anotherexperimentwasabouthuman’slastingmemoryoftheknowledgetheyhavelearned.Theresultindicatedthatpeoplecouldremember10%oftheirreadingmaterials,20%oftheirhearingmaterials,and70%ofknowledgeretoldthemselvesafterlearning.(JaneArnold,2002:60)Therefore,inlearningprocess,ifstudentscaninvolveintheEnglishlearninginitiativelyandmakesurethevarioussensescoordinatewitheachother,itisnotdifficulttogetagoodlearningresult.Inshort,learningbyseveralsensesthatcanbestimulatedbymultimediaismoreeffectivethanbyonesinglesense.Thisteachingandlearningmeansfitsthemiddleschoolstudentswell.Throughstimulatingtheirmulti-senses,theynotonlywillnotfeeldullandboringbutexcitedintheEnglishclass,butalsogethigherlearningefficiencyintheinterestingclassroomteachingactivities,whichgoon,inaquickrhythmandinaharmoniousatmosphere.Inthisway,comparedwiththetraditionalteaching,multimediaassistedEnglishteachingcangreatlyimprovetheteachingefficiency.4.3.3CreatingthecontextsoflanguagelearningEnglishhasthecharacteristicsofalargevocabulary,complicatedgrammarandflexibleusage.It’sdifficultforlearnerstolearnEnglishwellwithoutanEnglishlearningcontext,whiletheapplicationofmultimediainEnglishteachingcanmakeuptheshortcomingofthelackoflanguagelearningcontextsintraditionalEnglishteaching.(HuangTianquan,2003:38)Multimediaisasynthesisofgraphics,animation,opticalstorage,imageprocessingandsound.ThedifficultandimportantknowledgecanbefigurativelyshownintheEnglishclassbymultimediathatalsocancreatesointerestingteachingenvironmentthatstudentscaneasilyacceptthem.Besides,studentscanlearnthewesterncultureinthegoodEnglishlearningcontextsjustlikeaswimmerinwater.(HuangTianquan,2003:29)Forexample,whenteachingthetext“MahatmaGandhi”,(Unit5,Book3)theteachercansearchGandhi’sportrait,theIndianmap,thenationalflagandthepicturesofIndianCapital,aswellastheoriginaltextintroducingthebiographyofGandhiforstudentstounderstandthetextandbroadentheirknowledge.Inaddition,thevideomaterialaboutGandhiandhislifecanbeshowntostudents,sothattheycangetadeepunderstandingaboutGandhiandhiscareer.(CaoChunyan,2002)Therefore,theteachingeffectandqualitycanbeeffectivelyenhanced.Inextracurricularexercises,basedonthecontentofthetextbooks,theteachercanofferstudentsthegeographicalsceneryofeachcountry,historicalstoriesandthestoriesoffamouscharactersintheformofmultimediaassistedinordertoletthemknowmoreculturalbackgroundandinformationofwesterncountries,andcreateagoodEnglishlearningcontextforthem.Therefore,comparedwiththetraditionalEnglishteaching,themultimediaassistedEnglishteaching,throughcreatingthelearningcontext,emphasizesthepracticaluseofEnglish,whichconformstothebasicrulesoflanguagelearning.4.3.4Developingstudents’abilitiesandimprovingtheircreativityAccordingtotheTheoryofMultipleIntelligence,eachstudent,especiallymiddleschoolstudenthashisownparticularcharacteristic.Thentheteachershouldbegoodatuncoveringtheirextraordinarycharacteristicsandpotentialitiesthatleadtotheformationofabilitiesinlearning.Multimedia,withitsaudio-visualintegrationandpowerfulinteractivefunction,offersstudentsaplatformtofurtherdeveloptheirabilitiesoflistening,speaking,reading,writing,andtranslating.(CaiRuiguang,2003,110)Itcanpresenttheteachingmaterialinalinearornonlinearway,describethingsinmulti-faceted,multi-angledwayandprovidevisualteachingmaterialstoovercometheshortcomingthatwrittenwordsandoralexpressionsarelessvividinteaching.Thusmultimediaassistedteachingcankeepthestudents’brainsworkingactivelywiththebothhemispheresworkingcooperativelytodeveloptheirobservingability,thinkingabilityaswellastheself-learningabilitywiththeinstructionoftheteaching,studentswillgetawholeandthoroughunderstandingofteachingmaterial,andthenformaconceptandalastingmemoryofit.(CaiRuiguang,2003:117)InEnglishteachingpractice,theteachercanshowstudentsashortEnglishmovie,andaskthemtoretellthestoryorwriteamoviereviewafterwatching.Theseexercisescanhelpdevelopstudents’listeningabilities,speakingabilities,writingabilities,andthesummarizingandanalyzingabilities,aswell.Inaword,multimediaassistedEnglishteachingcanprovidemoreopportunitiesforstudentstodeveloptheirabilities.Besides,multimediaassistedEnglishteachingisconducivetocultivatestudents’creativity.PresidentJiangZeminsaid,“Creativityisthesoulofanation’sdevelopmentandalsotheresourcesofanation’sprosperity.”(CaoChunyan,2002)Thecoreofcreativityistoresearchonunknownfields,whicharethemigrationofcreativityfromoldknowledgetonewknowledge.ThetrainingaimsofAmericanHarvardUniversityarecreativity,curiosityandinterest.(GongChunyan,2001:49)Schoolsaretheplaceswherenotonlytalentsaretrained