大学英语多媒体教学

AbstractAsmoreandmoreschoolsintroducemultimediatools,multimediateachingtendstobethemainteachingmodeincollegeEnglishteaching.Multimedianotonlymakesafeatureofcombinationofsound,video,graphandtext,butalsomakesthecommunicationinteractively.Itcanmeetstudents’requirementoftheall-rounddevelopmentinlistening,speaking,reading,writingandtranslation.TeachersuseitinEnglishteachingtoenhancestudents’comprehensiveabilitytouseEnglish.Atpresent,asanadvancedteachingmode,multi-mediaEnglishteachinghasbeenwidelyusedbyEnglishteachers.Thispaperaimstostudytheeffectofmultimediateachingoncollegestudents’Englishlearning,theuseandsignificanceofmultimediateachingincollegeEnglish,andtheproblemswhichmayexistintheprocessofusingmultimediateaching.Throughthispaper,wecanknowtheadvantagesofmultimediateaching,anddistinguishmulti-mediateachingandordinaryteaching.Andthenfosterstrengthsandcircumventweaknessestochoosethecorrectwaytoteaching,andhelpteachersandstudentstohaveabetterunderstandingofmultimediateaching.Keywords:collegeEnglish,multimediateaching

中文摘要随着越来越多的学校引进了多媒体工具，教学模式更多的开始趋向于多媒体教室的教学。多媒体具有声、象、图、文并茂、易于互动交际等特点,将其用于英语教学中，能满足学生听、说、读、写、译全面发展的要求，从而提高了学生应用英语的综合能力。目前多媒体英语教学作为一种先进的教学模式已经被广大英语教师广泛认可并使用。本文旨在研究多媒体教学对大学生英语学习的影响，大学生英语多媒体教学的使用和意义，以及在进行多媒体大学英语教学过程中需要注意的问题。通过研究此题，可以明确多媒体教学的优势，区别多媒体教学与普通教学并扬长避短选择正确的方式进行授课，帮助学生和老师更好的了解课堂教学。关键词：大学英语；多媒体教学1.IntroductionAtpresent,it’sanInformationTimewiththerapiddevelopmentoftechnology.Multimediatechnologyiswidelyusedinallkindsoffieldsinoursociety.Theword“multimedia”isacompoundwordof“multiple”and“media”.Itcontainsmanykindsofmediathatcombinemediawithcommunication(text,graphicsandsoundetc.).Multimediaisacomprehensiveintegratedinformationresource,whichcanbeusedtoachievedisseminationofinformationinmanymediaresources.Multimediateachingmeansusingteachingmediawithbothmodernteachingmethodsandtraditionalteachingmethodsintheteachingprocess(JessicaE.Zimmer,2003).Allmembersaresupposedtotakepartinthewholeteachingprocess.Multimediateachingusesvariousmediainformationinteaching,andalsoestablishesareasonablefunctionintheteachingprocesstomakeabetterteachingeffect.Multimediateachingwasfirstusedinthe1980s,andthenhasbeenwidelyusedsincethe1990s.MultimediateachinghasgreatsignificanceincollegeEnglishteaching.IntraditionalEnglishteachingmode,moststudentsaregoodatreadingandwritingbecauseofagreatdealofexercises,whiletheirlisteningandspeakingarenotsogood(LvHuifang,2003).However,multimediateachingwithvariousteachingmethodscanenrichallkindsofcoursessuchasthelisteningandspeakingclass.ThepurposeofcollegeEnglishteachingistoenhancestudents’abilityoflistening,speaking,readingandwritinginordertostrengthentheirabilitiestouseEnglish.MultimediamethodofcollegeEnglishteachingnotonlyinheritstheadvantagesoftraditionalteaching,butalsocomplieswiththerequirementsofcollegeEnglishteaching.

2.ComparisonbetweenTraditionalandMultimediaTeachingTherearetwomainkindsofteachingmethodsincollegeEnglishteaching.Oneistraditionalteachingmode;theotherismultimediacomputer-dominatedmethod.2.1TraditionalteachingmodeThoughmoreandmoreteacherstendtousemultimediatoolsincollegeEnglishteaching,traditionalteachingmodewillstillexistforalongtimewithmultimediateachingmode,becauseitdevelopedfromtraditionalteachinganditisstillbasedontraditionalteaching.Traditionalclassroomteachingmodeisa“teacher-centered”patternofclassroomteaching.ThemaintheoreticalfoundationistheAmericaneducationpsychologistAusubel’stheorieson“learningandteaching”.Itmainlyincludesthreeaspects:“MeaningfulReceptionLearningTheory”,“AdvanceOrganizersTeachingStrategies”and“MotivationTheory”(1968).Traditionalteachingmodeismainlybasedonteacher-orientedpattern,sothemainpartistheteachers,andtheyusuallyusethetraditionalmeasurestoaccomplishspecificcontentofcourses.Thismayleadstudentsjustacceptwhattheteachersteach.Theperformanceisthatteachersreadanddoblackboardwritingwhilestudentslistenandtakenoteswithoutthinking.Studentslearnfromteachers,booksandtheories.Theadvantagesoftraditionalteachingmodeare:teachersexpresstheirleadingroleobviously;teacherscanorganizeandmanagetheteachingprocesseasily;teacherscanimprovetheteachingefficiencyandplayasignificantroleinthegrowthofthestudents.Thedisadvantagesareobvious.Thekeydisadvantagesarethatstudentsinthewholeteachingprocessgaintheknowledgepassively,andtheirinitiativesareneglected.Apparently,thismodecannotmeetacriterionforpersonneltraininginmodernsociety.2.2ThesuperioritiesofmultimediateachingAsanewteachingmethod,multimediateachingcanmakeupforthedeficiencyoftraditionalteachingmode.Itssuperioritiesareexcitability,versatilityandflexibility.2.2.1ExcitabilityMultimediateachingmaystimulatestudents’interest,initiativeandself-learningability.Multimediateachingwitheyeslooking,earslistening,mouthspeaking,handswriting,brainskeepinginmindmakesEnglishclassmorevivid,interestingandlively,whichcouldthereforestimulatestudents’interestinlearning,improveclassefficiencyandachieveamoresatisfactoryteachingresults.Andthenstudentscanmeettheneedofourcountry’seconomicdevelopmentandinternationalexchanges.2.2.2VersatilityMultimediateachingcancausetheabstractquestionvisualization,bedirect-viewing.Teacherscanbreakthroughthekeypointandthedifficultieswhileteaching.Throughthemultimediateaching,teachersmayimprovetheclassroominstructionqualityandraisestudent’scomprehensivequality.Withpictures,soundsandanimations,multimediateachingcanprovidealotofdynamicimplicitinformationassociatedwithlinguisticfactors,suchasculturalbackgroundknowledge,exoticcustoms.Intermsofscientificsurvey,throughaudio-visualeducation,peoplecanremember15%throughlisteningonly,25%throughwatching,and65%bycombininglisteningandwatching.Thatmeansmultiplemethodisbetterthanthesingleone.Multimediateachingissuchamultiplemodethatitcansupplyvariousresourcesinseveralfieldsaslistening,speaking,readingandwriting.2.2.3FlexibilityMultimediateachinghelpsteacherstoteachknowledgebydifferenttools(word,ppt.,video,etc.),andtoteachstudentsinaccordancewiththeirinterests.IthelpstocreateapleasantcommunicationenvironmentthatstudentscanexperiencetherealsituationofusingEnglishanddeveloptheircross-culturalawarenessandability.Besides,itplaysapositiveroleintheareaofdevelopingEnglishteachingresources,wideningstudyoutlets,enlargingtheclassroomteachingcapacity,improvingstudymethods,developingstudents’thinkingabilities,andraisingteachingefficiency.ThepurposeofEnglishlearningliterallyliesintheuseofthelanguage.Ifthestudentsonlyemphasizelearningthelanguageinsteadofusingit,thenthepurposeislost.Multimediacouldassociatelanguagewithimages.Throughmulti-sensorystimulationinlearningprocess,thestudentswillhaveaccesstomoreinformation.Tosumup,bothtraditionalteachingandmultimediateachinghavetheirownadvantages,butthelattermeetstherequirementofmodernteachingmorethantheformer.Itsavesteachers’timeandenergysothatteacherscanprepareandteachbetter.Italsoimprovesstudents’skillofusingEnglish.

3.ApplicationModeofMultimediaTeachinginCollegeEnglish3.1ClassroomteachingmodeInclassroomteachingmode,teacherspassontheaudio-visualmaterialstostudentsbyusingmultimediatechnology.Duetotheapplicationofmulti-mediacomputers,classroomteachingcanbevisualandaudiblethroughwhichstudentscanaccepttheinformationfromteacherswithmicrophoneforcommunication.Thismodeenablesteacherstoorganizeteachingprocesswell,soteacherscanaccordinglyevaluateandanalyzestudents’learningperformanceincertainsubjectsinordertoimprovetheirteaching.3.2CooperativelearningmodeJohnsonBrothers(inthemidofthe1960s)ofUniversityofMinnesotaCooperativeLearningCenterbelievethatcooperativelearningusedforteachingsmallgroupsenablesstudentstoparticipateincommonactivitiesinordertomaximizethepromotionofthemselvesandothersintheprocessoflearning.Cooperativelearning,ononehand,consistsofthecooperationbetweenstudentsthemselves,whichisthemainaspect;ontheotherhand,italsoinvolvesthecoordinationbetweenteachersandtheirstudents.Becauseeverystudenthasanequalopportunitytospeakandcommunicate,itrequiresthateveryoneshouldhavetherighttolearnaboutthecontentofacertainunderstanding.Therefore,studentsmustlearntoself-study.Throughself-studying,exceptforthenewcontentstudentshaveknown,studentscandealwithdifficultproblemsbygroupdiscussions,toexpresstheirownviews,andtosharetheirfeelingsaboutEnglishlearning.Throughcooperation,studentsmaysolvethedifficultproblemsthey’veencounteredintheprocessofself-learning.Asaresult,everyonewillreepdifferentbenefitsfromtheclassroom.However,asthebasisofthestudents’thinkingisnotthesame,neitheristhedegreeofself-understandingofdifferentobjectives.Studentsintheprocessofcooperativelearningcansolvemostproblems,butstudentswouldcertainlyencounterknottyproblems,whichrequirefurtherenlightenmentfromtheteachers.Usuallyteachers’properinspirationof"asking"and"answer"fromstudentscansolvetheproblems.Suchcooperationandexchangewillnotonlyenhancethestudents’goodhabitsofindependentlearning,butalsopromotethemulti-dimensionalcommunicationbetweenteachersandstudents.3.3AutonomouslearningmodeAutonomouslearningreferstoanindividualbehaviorinthelearningprocessofindividualinitiativeandpositivelearning.Thebasicideaofself-learningmodelisthestudent-centeredpattern,andwithfullrespectforstudentautonomy.Itmeansstudentscanchoosethetimeandplacebythemselveswhentheylearn.Inthissense,theindependentlearningcanbedividedintothreeaspects:First,learnersmakeadvancedplanningandarrangementsoftheirownlearningactivities.Second,learnsknowthesupervision,evaluationandfeedbackoftheirownactuallearningactivities.Third,learnersadjust,correctandcontroltheirownlearningactivities(ChenJialu,2009).Thesimplestself-learningclassroomisbyfittingontheself-learningsysteminthemultimediaclassroomcomputerterminals.Itisbasedonthecomputerastheprimaryteachingmethod,usingCampusNetworktouploadthenetworkteaching,learningsystemandvariouskindsoflearningresources.Studentsoncampusnetworkatanypoint,onthepreptimecanpreview,review,testandotherlearningactivities.Studentscanalsouploadhomeworkoroverlookteachers’opinionofhomework.Teacherscangetfeedbackaccordingtostudents’learningprogress,andthenmakeasuitableproposal.Autonomouslearningmodeismainlystimulatingtheintrinsicmotivationoflearnerstofosterself-learningabilityoflearners.Itsadvantagesare:theinitiativelearningoflearners,flexibilityoflearningprocess,independentstudyandastrongstudent-centeredlearning.Thestudentsinautonomouslearningarealwaysactive,andcantaketheinitiativetoacquireknowledgethentrulybecomethemastersoflearning.Asnotonlyalearningabilitybutaneffectivewayoflearning,self-studyisconducivenotonlytoimprovestudents’performance,butalsotheirlife-longlearningandself-development.3.4NetworklearningmodeWiththedevelopmentandapplicationofcomputernetworktechnologyandmultimediatechnology,web-basedlearningfurnishesstudentswithautonomy,individualandcreativelearningspaceatmosphere,inwhichstudent-centered,resource-baseddiscussionofnewteachingmethodscanbeachieved(WangYinghua,2001).Thisplaysanimportantroleinstudents’knowledgeacquisition,emotionalcommunication,cooperationskillstrainingandimprovementofpracticalskills.Therefore,themultimedianetworkteachingmodeanditsapplicationhavetheextremelyvitalsignificanceforteaching.Innetworklearningmodewithscenarios,providingconsistentlearningneedsoftheexternalstimulus,studentscanactivelyinteractwiththeexternalenvironment,sothattheassimilationandadaptionprocessofcognitivestructurescanoccurandbecomplete.Thegreatestadvantageofnetworkmultimediaclassroomisthateachstudenthasaccesstowealthyteachingresources.Suchresourcescanbeprovidedbyteachers,andalsocanbestoredintheresourcedatabase,tosearchtheinformationlearnersneed.AnotherwayofnetworklearningmodeistolearnwithotherstudentsthroughtheInternet.Usuallystudentscanusetheformofwebconferencing,e-mail,andelectronicbulletinboardstocommunicateandthatcanprovideanenvironmentforstudentstocommunicateinEnglish.Networklearningmodel,asamodernlearningformofinformation,canbeseenastheresultoftechnology’sfunctionofeducation.Itbecomespositive,andcanbereformedfromthewholesocietyinthenewdigitalprocessandthehistoricalopportunity.3.5EntertainmentlearningmodeThedevelopmentofinformationtechnologyineducationmakeseducationmorevivid,richandcolorful.Theeducationalgameteachingstrategies(suchasroleplay,dubbing)usuallyassisttoachievetheteachinggoal,andtomeetthelearningneedsofstudentsbothinsideandoutsideclass.Entertainmentlearningmodeistousesomeoftheteachingsoftware,withthefunctionofentertainment,toletstudentsdolisteningandspeakingtrainingwiththesoftware.Itmakestheboringtrainingprocessbecomeaformofgameandputsthestudentinarelaxingenvironmenttolearn,throughwhichitcangreatlyenhancethestudents’learninginitiativeandcreativity.Theentireclassroomteachingactivitiesmustbedesignedandorganizedaccordingtoteachingtargetsandclassroomgamesisnoexception.Thegamemustbecloselyrelatedtoteachingandteachersshouldtakefullconsiderationtotheemphasisondifficultiesofteachingandotherteachingrequirements.Gameteachingmethodcandirectlyaffectstudents’interestinlearningEnglish.Helpingstudentsformthecorrectlearningmethodandgoodstudyhabitsishelpfultolightentheburdenofstudyinlinewithrequirementsofhigh-qualityeducation.Inaddition,thegameteachingreflectsthesubjectivityofstudentsandrequiresstudentstoparticipatemoreactivelythanteachers,whereasamonologueotherwisewouldfullypromoteteachers’dominationandignorestudents’mainrole.

4.TheUseofMultimediaMethodinCollegeEnglishTeachingAccordingtothecollegeEnglishteachingrequirementconstitutedbyMinistryofEducationinNovember,2003,theteachingtargetofcollegeEnglishistocultivatethestudents’comprehensivecapabilitiestouseEnglish,especiallythelisteningcomprehensionandoralexpressionabilitysoastodevelopthestudents’Englishintercommunicativeability.4.1TheuseofmultimediamethodinteachinglisteningListeningisimportant,becausethestudentsmustbeabletofigureoutlanguagephonemes,anddistinguishbetweendifferentphoneticelements.Onlywhenstudentslearnhowtofiguringphonemescantheylearnhowtousethem.Inthemultimedialanguagelaboratory,studentscanseevisualimagestoobtaininformationaboutmaterialswhilelisteningandspeaking.Studentsconducttraininginlisteningcomprehension,whileotheraspectsoflanguageskillsshouldalsobewelltrained.Computer-AidedInstructioncaneliminatethestudents’tension;alsoencouragestudentstobeactivelearnerinsteadofpassivereceptors.Teacherscanusemultimediaclassrooms,onthebasisofteachingmaterials,toachievethesimilarorthesamelevelofinputmaterialsinmultiplelanguages.Ononehand,studentscanexpandtheamountofinformation;ontheotherhand,studentscancreatemorelearningopportunitiestoarousetheirinterestinlearningEnglish.Thesupplementarymaterialsourcescanbe:(1)SomemajorradioandtelevisionprogramsaroundtheworldsuchasVOA,BBC,inparticulartheVOASpecialEnglishprogram.Theprogramsusesimplewordswithhighrepetition,andsimplesentencestructureinslowspeakingspeedtoguaranteestudentscandigestandabsorbtheinformation.(2)Multimediavideoscomewithnormativevoiceandvividperformance.Teacherscandesignexercisesthroughthevideos’culturalbackgroundandlanguagedifficultiestohelpstudentsunderstand.(3)Englishmovies.Inlisteningclass,somevideocontentcanfullymobilizethestudentsofthevisual,hearingandothersensesoftheintegrateduse.Intheprocessofwatching,theteachercancombinethedailyexpressionandculturalphenomenatoenablestudentstotrulygainmoreexperienceinEnglishlanguagepracticeineverydaylife.Theteachercanalsoasksomequestionsatfirstandthenletstudentswatchagaintoanswerthequestionsormakeadescriptionofthemovie’splotandcharacters’relationship.Asformoreaccessiblefilms,teachersmayrequirestudentstorecitesomedialogue,ortoimitate.Throughthistraining,itnotonlycanimprovetheaccuracyofstudentpronunciationandspokenfluency,butalsocreatealivelyenvironmentforEnglishlearning.4.2TheuseofmultimediamethodinteachingoralEnglishEnglishlearnersknowclearlythatthekeytooralEnglishisimitationandrepetition(ZhangXiling,2003).Theuseofmultimediaintheoralclassroomcanimprovetheexpressionandinteractionofteachingmedia.Itprovidestherealsituationanddynamicpicturethatcancreateateachingenvironmenttoattractstudents’attention,greatlystimulatingstudents’interestinstudy,andencouragestudentstoparticipateinteachingactivitiesactivelyandinitiatively.Multimediacanprovideinformationinamultichannelandmultisensorywaytogivestudentsmultiplestimulationandvividleaningenvironmenttoenhancetheirleaninginitiative.Itwillhelpstudentsstrengthenmemory,improvetheimaginationandprovideagoodmemorychanneltodowellinrepeating.Thoughthere’remanyadvantagesofmultimediamethodinoralEnglishclass,manyoftheteacher’srolesstillcannotbereplacedbycomputer’sfunctions.Thelanguagebetweenpeopleisthemostaffinityandflexiblelanguage.Themosteffectivewayofteachingandlearninginclassshouldbetheinteractivecommunicationbetweenteachersandstudents.“FreeTalk”and“DailyReport”,forexample,aregoodwaystocultivatestudents’listeningabilitythatcannotbereplacedbycomputer.ThebestwaytoimproveoralEnglishistodoamassofexercises.MultimediaComputer-assistedteachingisonlyateachingtool,despitebeingthemostadvancedmodernizedteachingtools;itcanonlyplaytheroleoftheteachingserviceandcannotcompletelyreplaceteachers’activitiesintheclassroomteaching.4.3TheuseofmultimediamethodinteachingwritingEnglishwritingisakindofwritinglanguageabilitythatcanreflectstudents’logicalthinkingability,languageorganizationandcommunicationskills.Therefore,Englishwritingabilityisusuallymeasuredasthestandardofstudents’Englishlearningability.Multimediatechnologycanbeusedtoconveyvariousteachinginformation,andthroughpresentingpictures,articles,audioandvideodataitcanmaketheclassroomteachingbecomemorevividlyvisual.Studentscancomprehendinformation,enhanceknowledgeonthesubject,andformasenseoflanguagethroughthestimulationofintuitivevisualandauditoryforlayingthefoundationofwriting.Multimediaputswritingactivitiesinanintegratedenvironmentbasedoncolor,sound,videoandothermedia,sothatstudentswouldfeelcomfortableandenhancethewritingmotivation.Inmultimediateaching,multimediacoursewarefordifferentwritingmaterialscanbeusedtodesignvariousformsofexercise,suchastheofficialdocumentwriting,notices,andinvitations.Multimediacoursewarecanproducedifferenttypesofdesignaccordingtodifferentwritingelements,toenlargestudents’writingknowledge.Inaddition,multimediaprovidesstudentswitharelaxedandhappylearningenvironmentandhelpstodevelopstudents’innovativeability.

5.ProblemsWhichMayExistinMultimediaMethodinCollegeEnglishTeaching5.1PoorqualityofcoursewareManyfactorscanaffectthequalityofmultimediacourseware.Inadditiontointernalfactorsliketeachers’teachingperceptionandcoursewaredesignidea,thecoursewarecontentlayout,productiontools,andselectedmediamaterial,timeandotherinputscanallaffectthequalityofcourseware.Agoodmultimediacoursewaredoesnotonlycallforteachers’timeandspirit,fullyunderstandoftheteachingcontent,teachingrationalorganization,well-conceivedanddesignedmultimediacourseware,butalsorequiresthemtocollectcoursewarematerialandusemultimediacoursewareauthoringtoolsskillfully.5.2RelationshipbetweenteacherandstudentsIt’sinevitablethatmultimediaisnowusedwidelyincollegeEnglishteaching,butit’sonlyatooloramethodtosupportteaching.Itshouldservefortheforeignlanguageteaching,ratherthandominatetheforeignlanguageteaching.Inteachingactivities,studentsaretheprincipal,whileteachersaretheleadingpart,andmultimediaisonlyasupplementarymeanstoachievethegoalofteaching.Thus,thehumanfactorisliterallydominant.Theuseofmultimediaisnotonlytomeettheneedsofteachers,butalsotoprovidestudentswiththelawsofcognitivepsychology.Theteachingprocessshouldbestudent-orientedtostimulatetheenthusiasmofstudents.5.3Students’autonomouslearningabilitySelf-learningcanarousestudents’self-awareness,andletthestudentstrulybecomemastersoflearning.Teachersshouldletstudentschooselearningmethod,encouragestudentstousetheirownfamiliarwaytolearnratherthanuseamethodtorestrictstudent.Meanwhile,itisdifficultforstudentstochooselearningobjectives.Teachingmethodshouldvaryfrompersontoperson.Teachersinclassroomshoulddesignflexibleandmulti-levelteachingtaskstoencouragestudentsstudystepsbysteps,andthentheymayeagertodoself-studying.

6.TheSkillsforMultimediaTeaching6.1MakingcoursewareappropriatelyandpracticallyMultimediacoursewareisbasedontherequirementsofteachingoutlineandtheneedsofteaching,witharigorousinstructionaldesign,andmadeoftheperformanceofavarietyofmediaandthestructureofhypertext.Itcanrepresentavarietyofteachingproblemsinavividway,activeclassroomatmosphere,enhancestudents’interestinlearningandbroadentheirknowledge.Coursewarewithhighqualityisattractive.Studentsfocusonthecontentofthecourseware,andthentheyhavedeepimpressionandgoodmemoryoftheknowledgeAccordingtoEducationalPsychology,theacceptanceofstudentsislimited(HuYi,2009).Toomuchinformationandformswilldispersestudents’attention,soit’shardforthemtoreceiveusefulinformation.Themoreuseofmultimediatechnology,therefore,isnotthebetter,intermsofthespiritofscientificprinciplestobeappliedinlinewithcurricula.Teachersinteachingshouldlearntocontroltheamountofinformation,abandonthetraditionalconventions,andputthecourseware’sdesigninkeypoints.Intheprocessofmakingcourseware,teachersshouldtakethestudentsintoaccountandputthemselvesintheshoesofstudenttoconfirmwhen,whereandhowtoproposetheknowledgepoints.Theyshouldalsotakeintoaccountthatwhetherstudentscanacceptthemornot.6.2CombiningmultimediateachingwithtraditionalteachingTraditionalteachingandmultimediateachingbothhavetheirownadvantagesanddisadvantages.Teachersusemultimediathroughimages,pictures,data,andanimationtoassistteachingtoletstudentssolvethedifficulties.Meanwhile,multimediateachingshouldreflectthe"Teacher-led,student-centered"teachingideastoinspirestudentstolearninitiativeandcreativity,andtodevelopstudentsintelligenceandcapacity.Thetraditionalteachingmodeisaneffectivemodebecauseofvasteducators’longpracticeandresearchsummary.Eachteacher’steachinglanguage,teachingmethodsandstraincapacityarethegreatestwealth,whilethemultimediateachingcanonlyactasa“supporting”role.Therefore,teachersaresupposedtocombinetraditionalteachingwithpersonalcharacteristicsandmultimediaaccordingtoteachingcontents,totrulyimproveteachingeffect.

7.ConclusionInEnglishteaching,multimediaisatooltoassistclassroomteachingandoptimizeteachingeffect.Teachersshoulduseitinaproperwaybycombiningmultimediawithtraditionalteachingmoderatelyandmakethebestoftheadvantagesandbypassthedisadvantages,soastoenhancethecollegeEnglishteachingservice.IncollegeEnglishteaching,thetraditionalteachingmodecannotbeignored,althoughthemultimedia-assistedteachingcangivefullperformancebysound,electricity,light,colorandmanyotherelements,enablingoutstandingimageofEnglishteaching,turningabstractandboringwords,phrases,grammaticalknowledgeintolivelytext,imagesandvideowhichstimulatestudents’hearingandvision,therebystimulatinginterestinlearning.Onlyonthebackgroundofhigh-qualityeducationcanstudentsuseadvancededucationaltheoryandhitthetargetofcollegeEnglishteachingbyutilizingmoderneducationtechnologyreasonably.目录第1章项目概况与项目建设的必要性 11.1项目概况 11.1.1项目名称 11.1.2项目主管单位 11.1.3项目建设单位 11.1.4项目建设单位负责人 11.1.5项目建设性质 11.1.6项目建设地点 PAGEREF_