多媒体技术在初中英语教学中的应用研究论文

PAGE21学士学位论文系别：外语系学科专业：英语姓名：2013年5月AStudyintotheApplicationofMultimediainJuniorHighSchoolEnglishTeaching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ContentsAbstract i摘要 ii1.Introduction 12.LiteratureReview 22.1DefinitionofMultimediaTeaching 22.2AdvantagesofMultimediaTeaching 22.3TheTheoreticalBases 62.3.1ConstructivismTheory 62.3.2CognitivePsychology 72.4RelatedResearchatHomeandAbroad 82.4.1RelatedResearchatAbroad 82.4.2RelatedResearchatHome 103.Research 113.1Purpose 113.2Subjects 123.3Instruments 123.4DataCollection 124.ResultsandDiscussion 124.1DataAnalysisandResults 124.1.1TheStudents’AttitudetowardsMultimediaTeaching 124.1.2TheEffectoftheApplicationofMultimediainEnglishTeaching 134.1.3TheProblemsinMultimediaTeaching 144.1.4Students’SuggestiononMultimediaTeaching 144.2Discussion 155.Conclusion 17Acknowledgments 19Bibliography 20Appendix 21PAGE23AStudyintotheApplicationofMultimediainJuniorHighSchoolEnglishTeachingAbstract:Withthecontinuousdevelopmentofmoderntechnology,multimediaisappliedtoteachingmoreandmorewidely,whichhascontributedalottohigherteachingquality.ThisisofspecialsignificancetoEnglishteaching.Thedevelopmentofmultimediatechnologyurgestheeducationalreforms.ThroughthesurveytoteachersandstudentsinHejinNo.2middleschool,wefindoutthatapplicationofthemultimediainEnglishteachinghasapracticalguidingsignificance.MultimediaaidedEnglishteachingincreasesclassroomcapacity,arousesstudents’learninginterestandenthusiasm，andguidesthestudentstoactivelearning.Ithasveryimportantsignificancefortheirlife-longlearninganddevelopment.Thethesisfirstlyexplainstheresearchreasonandtherelatedliteraturereview.SecondlyitanalyzesanddiscussestheresearchresultsofmultimediaaidedEnglishteachinginjuniorhighschoo1.Atlastitcomestoaconclusionandputsforwardtheeffectivemethodsofimplementationtoachievethebestteachingeffect.ThespecificimplementationofstudyisanalysisresultsofquestionnairestoknowthechangeofteachingeffectafterusingmultimediatechnologyinEnglishteaching.Itincludes:1)Thestudents’attitudetowardsmultimedia-aidedteaching;2)TheeffectoftheapplicationofmultimediainEnglishteaching;3)Themainproblemsinmultimediateaching;4)Students’suggestionsonmultimediateaching.Theconclusionofresearchis:theuseofmultimediatechnologycancreatesituationstoimprovestudents’learninginterestandenthusiasm;Englishteachersusemultimediatechnologytoimprovetheeffectofteaching.Keywords：Englishteaching;learninginterests;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；学习兴趣；多媒体1.IntroductionItisuniversallyknownthatEnglishisthemostwidelyusedlanguageintheworld.Owingtotheglobalization,theEnglishlanguageistaughtastheforeignlanguageorthesecondlanguageinmostnon-English-speakingcountriesallovertheworld.The21stcenturyisaninformationageandaneraofknowledge-basedeconomy.Astheinformationexplosionandeducationreforming,traditionaleducationisfacingmoreandmoretremendouschallenges,educationmeansandteachingmethodsofreformisimperative(YeLan,2001).Intoday’sworld，withtherapiddevelopmentofscienceandtechnologyandinformationtechnologyemergeinanendlessstream，multimediaandnetworktechnologyastherepresentativeofmoderninformationtechnologyhasinfiltratedintoallaspectsofeducation.AtpresentmanyschoolsofmostcitiesinChinahaveestablishedcampusnetwork,multimediaclassrooms,networkclassrooms,teachersofsomeschoolsarealsoequippedwithcomputersandeventhelaptop,someschools’classroomsarealsomountedontheprojector,schooleducationnormalizationprocesschangerapidly,themoderninformationtechnologyineducationandteachinghasbeenusedmoreandmorewidely.Atthesametime,itisalsotheneedsofbasiceducationcurriculumreformanddeeplydevelopinginnovationeducation(YuanZhenguo,1990).TherepresentativeofcognitivepsychologyJ.S.Bruner(1990)believedthatthebeststimulusforlearningistheinteresttotheteachingmaterials.Tothestudents,interestwilldirectlyaffecttheirstudyeffect.Therefore,inEnglishteaching,theteachingaidisunavoidable.Human’sunderstandingisfromvividdirectviewingtotheabstractthought,andfromabstractthoughttopractice.Iftheteacherappropriatelyutilizestheteachingaidsintheclassroom,itcanstrengthentheteachingdirectviewing,increasetheknowledgedensity,breakthroughthedifficulties,giveprominencetothekeypoints,reducetheburdenofstudentsforrememberingandunderstanding,andenhancethestudents’interest.JustasDongWenzhouandSunKai(2001)pointout,inthesubjectteachingprocess,teachersneedtoeffectivelyuseinformationtechnologyasthetechnologicalmeansofmoderneducation.Inaddition,thenewEnglishcurriculumstandardsalsohighlightthatinEnglishteachingteachersshouldactivelymakeuseofmoderninformationtechnology,rationallyuseandactivelydevelopcurriculumresources,makefulluseofinformationtechnologyandtheinternet,andgiveeffortstoexpandthechannelofstudents’learningandusingEnglish.ByuseofmultimediaandnetworktechnologyEnglishteachersshouldcreateconditionsforthestudents’individuallearning,autonomouslearningandcollaborativelearning.WithspecialemphasisonthattheEnglishteachersshouldmakefulluseofmoderninformationtechnologytodevelopEnglishteachingresources,broadenthestudents’learningchannels,improvestudents’wayoflearningandimprovetheeffectofteaching.2．LiteratureReview2.1DefinitionofMultimediaTeachingTheteachingbymultimediaisakindofteachingmethod.Accordingtothecharacteristicsofdifferentteachingtargetsandgoals,wechooseandusethemodernteachingmediacorrectlycombiningwiththetraditionalteachingways.Theteachingbymultimediacanhelpusgetreasonablestructuresofteachingprocessandteachingresults.Theteachingbymultimediacanmakeusexperiencethegreatshockandchallengetothetraditionalteachingmethodsbecauseofitsrelaxingandeffectiveteachingresults.Themultimediacanovercomethedisadvantagesinthetraditionalclassroomsothatstudentscanachievethebestresultoflearning.Inaddition,themultimediateachingisthemainmodelinmanymiddleschoolsandelementaryschools(HeGaoda,2002).2.2AdvantagesofMultimediaTeaching1.Arousestudents’interestinlearningQinHongbing(2003)believedthattheinterestforstudyintheEnglishteachingbecomesthebasicelementforEnglishteaching.We,thefutureteachersmustdesignteachingprocesswithconsideringhowtoarousethestudents’interestfortheEnglishstudy.Therearethreewaystoarousestudents’interestandtheyareasfollows.Firstly,inthemiddleschool,weusuallyusepicturesordrawingstopresentthenewwordsaccordingtotheactualsituationintheEnglishclass.Itisbetterforthestudentstostudyifwechangepicturestothedynamicteaching.Thedynamicthingcanarousestudents’interesttotheEnglishstudymoreeasilythanthetraditionalway.ThemultimediaEnglishteachingcanestablishavividteachingsituationforEnglishteaching.Itcanstimulatethestudents’studyinterestandplaythepositiverole.Secondly,therearesomedifficultpointsinEnglishstudy.ItishardforthestudentstounderstandsomedifficultEnglishtenses.Toovercomethedifficulties,wecanusethemultimediatomakeiteasytounderstandandraisestudents’interestsothatitcanshowthesuperiorityintheEnglishclass.Themultimediacanimitateandchangeabstracttoimages.Itcanbecombinedwiththewords,pictures,images,voiceandanimationandbringthestudentstotheactive,interesting,andcolorfulteachingatmospheresothatthestudentscangetthestimulation,improvetheabilitiesofunderstanding,enrichthescopeofknowledgeandreducethedifficultyofEnglishlearning.Therefore,wecansaythatmultimediaEnglishteachingcanmakeiteasiertolearnEnglish.Thirdly,theassignmentoftheEnglishcurriculumintheEnglisheducationstageisthatstimulatingandtrainingthestudents’interesttostudy,makingthestudentsconfident,cultivatingthegoodhabitandeffectivestudystrategyforEnglishstudy.Therefore,thetrainingofinterestintheEnglishclassisveryimportant.Thecharacteristicofthemultimediateachingisthecombinationofpictures,words,voicesandimages.Itcanshowthevariousandperceptualmaterials,vividpictures,standardreading,thedelightfulbackgroundmusicandthewonderfulteachinggames,whichbringthestudentstoarelaxedlearningenvironmentsothattheycanstudyinitiatively.ThestudentsarewillingtolearnEnglishwithahappymode.Inconclusion,theapplicationofthemultimediahelpstoexcitestudents’interestinlearning.Makingfulluseofmultimediatechnologycanshowsomenewwordsanddialogues,whichcanmakethestudentsplacethemselvesintheenvironmentofthelanguage,andexperienceactualapplicationofEnglish.Thus,itcanarousestudents’interestinlearningEnglish.Theyarelearningsomethingwhileplaying.Theteachercanaccomplishthetaskofteachingeasilyanditiseasyforstudentstoacceptandrememberitfirmly,too.2.MaketheabstractthingpicturesqueIntheopinionofYanHuixue(2006),theuseofmultimediatechnologycandesignabstractwords,sentencepatterns,andpassagesintoascenebyputtingthemtogetherthroughthecartoonandvideo.Itcanmakethelearningprocessactivewithexcellentpicturesandtexts.ThusitmakesstudentsknowEnglishperceptually.Meanwhile,teacherscantakeadvantageoftheacousticsofthemultimediatostrengthenthenoticeofstudentswithoutpurpose.Forexample,whileteachingthedifferencesbetweengeneralpresenttenseandpresentprogressivetense,itisveryuninterestingthatateacherteachesgrammarswiththelanguageandwritingontheblackboarddirectly,anditisalsodifficulttomemorize.Thenwecanmakesomemultimediacoursewareatthismoment,byusingalargenumberofcolorfulpictures,andvividpicturestostatethedifferencesbetweenthem.Andteacherscanalsoletstudentsmakesentencesordoexercisesaccordingtothepictures,inordertograspthesetwotenses.3.ImprovetheefficiencyofclassroomteachingIntheclassroomteachersletstudentslistentotherecordingwithproblems,andthenanswerthequestions,sothatnotonlythehearingisimproved,butalsospeakingispracticed.Moderninformationtechnologyinteachingprovidesstudentswiththeperceptualmaterialsofvariousformsanddifferentfunctions．Multimediahasvividimagesandwonderfulmusic,whichenhancethecharmoftheteachingsothatstudents’eyes,ears,mouthandbrainareusedtogether,thusstudentsfocusattentionandmaintainstronginterestinlearning.ZhengGuoying(1995)pointedoutthatusingmultimediathroughprocesscontrolcansavealotoftimeforwritingontheblackboardandeasilybreakdifficultpointsofteaching.Usingmultimediaaidedteachingcanrepeatforstudentspracticingthenewcontentwithalarge-capacityandultrahigh-speed,sothatthedensityandbreadthofteachingincreases.Inaddition,itcanincreasetheamountofpracticeinclassroomandeffectivelyreducethestudents’studypressure.4.SolvetheimportantanddifficultpointsbetterByusingmultimedia,theimportantanddifficultpointscanbedesignedintoacorrespondingEnglishscenesandtheocularimagecanbedemonstrated.Thus,itcanstrengthentheimpressionofstudying(ChenJiuxian,2005).Forexample,inordertoemphasizethechangeofverbformsofthethirdpersoninthepresenttense,teacherscanmakedifferentpersonsinthecoursewarewithoddnumberandcomplexnumberandquestionstudentsindifferentways.Atthesametime,teacherscanmakethekeywordsintoredcolor,verystriking,whichmakesadeepimpressiononstudents.5.PromotechangeinthelearningwayIntheEnglishteachingusingmoderninformationtechnology,Englishlearningprocessandlearningresourcescanbedesigned,developed,used,managedandevaluatedtochangetheteacher’seducationalphilosophyandteachingmode,thuscontributingtochangethemodeofstudents’learning.Inthehelpofmoderninformationtechnology,accordingtothedirectionofEnglishteachers,studentswillbecomeactivelearnersinsteadofpassiverecipientsofknowledge(LuoYaoguang2002:59).Withthisrolechanging,students’interestincreasesandlearningefficiencynaturallyincreases.6.Improvestudents’oralLevelandlisteninglevelYangChunhui(2000)consideredthatrequirementofEnglishteachinginjuniorhighschoolisall-rounddevelopmentoflistening,speaking,readingandwriting,inwhichlisteningandspeakingarethefoundation.Butinthepast,students’abilityoflisteningandspeakingisoftentheweakestlink.Becauseconditionsinthecountryislimited,studentslearningEnglishrarelyhavetheopportunitytohearthestandard,authenticEnglish,ofcourse,itisdifficulttolearnauthentic，standardEnglish.Afterusingmoderninformationtechnology,studentswatchingthesceneforcurriculumdesigned，whocannotonlyacceptthestandardpronunciationtraining，butalsorepeatlistening，watching，learning，thusitgreatlyimprovetheirlisteninglevelandspeakinglevel(XuXuejun,2002:22).2.3TheTheoreticalBases2.3.1ConstructivismTheoryTheconstructivismtheoryisthatstudentsstudyundertheguidanceofteachers.Inguidanceofconstructivismlearningtheory,weshouldpayattentiontoindividualsandestablishmentoflearningenvironment.Undertheconstructivismtheory,multimedialearningenvironmentsetsupaplatformforstudentstostudy,andteacher-pupils-curriculum-mediawillinteractivelyachievethetargetintheenvironment(DavidNunan,2001).Thelearningofinstructionmaybesummedupin:“studentishelpedintheteachingprocessbytheteachersastheorganizersandhelpertopromotetheroleofsight,cooperation,thesessionandlearningenvironmentfactorintofullplaytheinitiativeandenthusiasm,ultimatelyadaptingefficientlyforthestudentstolearnknowledgeofconstruction”.EllisRob(1997)believedthatknowledgeisindividuallyandsociallyconstructedbylearnersbasedontheirinterpretationsofexperiencesintheworld.Practicecannotlivewithouttheguidanceoftheory.Theemphasisofconstructivismisplacedonthelearnerorthestudentratherthantheteacherortheinstructor.Thelearner,therefore,constructshis/herownsolutionstoproblems.Learner’sautonomyandinitiativeisacceptedandencouraged.WhenteacherusesmultimediatoassistEnglishteaching,theteacherwillbeorganizer,helper,director,andpromoter.Teachersusethekeylearningelements,suchasscenecooperationanddialogue,soastoinspirestudents’interestandinitiativesufficiently.Multimediabecomescognitivetoolofstudentstolearnactively.Multimediacanhelpstudentstoaccomplishtheconstructionofmeaning.Constructivismtheoryholdsthatlearningshouldbe“situated”inrealisticsetting.Themultimediacapacityengagesnearlyallofthestudents’sensesbycombiningprintedtext,graphicimagery,motionvideo,photographicstills,andaudiorecordingstocreatea“virtual”realityofauthenticcommunicationandprovidelearnersgreatercomprehensibleinput（ZhangXiaoying,2002:11）.Therefore,withtherapiddevelopmentofmultimediaandnetworkeducation,thelearningtheoryofconstructivismisshowingitsstrongerandstrongerlifeforceandenlargingitsinfluenceallovertheworld.2.3.2CognitivePsychologySkehan(1998)hadclaimedthatcognitivepsychologyisatheoreticalperspectivethatfocusesontherealmsofhumanperception,thought,andmemory.Itportrayslearnersasactiveprocessorsofinformation.Whatlearnersdotoenrichinformation,intheviewofcognitivepsychologydeterminesthelevelofunderstandingtheyultimatelyachieve.Undercognitivepsychology,itisbelievedthatlearningoccurredwhenalearnerprocessesinformation.Theinput,processing,storage,andretrievalofinformationareattheheartoflearning.Theinstructorremainsthemanagerofinformation-inputprocess,butthelearnerismoreactiveinplanningandcarryingouthis\herownlearning.Instructionisnotonlysomethingthatdonetoalearnerbutalsoempowerstheirinternalmentalprocesses.Thecorefocusofcognitivepsychologyisonhowpeopleacquire,processandstoreinformation.Therearenumerouspracticalapplicationsforcognitiveresearch,suchasimprovingmemory,increasingdecision-makingaccuracyandstructuringeducationalcurriculatoenhancelearning.AsarticulatedbyJeanPiaget(1997),studentslearnbetterwhentheycanobtainknowledgethroughinquiryandexperimentationinsteadofacquiringfactswhicharepresentedbyateacherinclass.Itisdifficultforateachertoprovidethiskindofenvironmentforeachstudentinatraditionalclassroom.Sincethereisonlyoneteacherformanystudents,itisimpossiblefortheteachertosupporteachstudent'sindividualneeds.Multimediacomputerscanhelpteachersbyprovidingstudentswithaworldofinterconnectedknowledgetoexplore.Thestudentbecomesanactiveprocessoroftheinformation.Recentresearchesincognitivepsychologyhaveshedlightonthehumanlearningprocess.Researchesproclaimthatlearnershavetheirowndistinctivepersonalitiesandmotivations,solearningstylesandstrategiescanaffectthelearningresults.Eachpersonisultimatelyresponsibleforhis/herownlearningandengageshis/herownpersonalityinthelearningprocess.Learningtakesplaceonlywhenlearnersactivelyconstructtheirownunderstandingandknowledgethroughtheirinteractionwiththeworldaroundthem.JustasKangShuminandWangXuemei(2003)pointoutthatinamultimedia-assistedclassroom,learnerscanbehighlymotivatedtosustaineffortandactivelyengagedtocarryoutEnglishlearning,theycanbeinafavorablepsychologicalstateandbewillingtojoinin,andtheycanlearnEnglishthroughvarioussenses.Inthisenvironment,studentsbecomethecenterofteachingprocess.Teachershelpthestudentstobuilduptheirconfidence,topromoteinteractivityinlearningandcommunication,toexposetheappropriatecontextofstudents,andsoon.2.4RelatedResearchatHomeandAbroadIntheprocessofthehumaneducationdevelopment,informationtechnologyplaysanimportantroletopromoteeducationreforms,whichmostaffectsthelanguageteaching.InEnglishteaching,itisthetrendofcurrentworldcurriculumreformsthatusinginformationtechnologytoimprovetheefficiencyoftheclassroomteaching.EachapplicationofinformationtechnologyinEnglishteachingindifferentlevelsexpandsthebreadthanddepthofinformation,thusexpandingthedisseminationspaceofinformation.2.4.1RelatedResearchatAbroadInnineteenseventies,electroniccommunicationstechnologydevelopmentforinformationtechnologyaidedforeignlanguageteachinghaslaidmoreadvancedmaterialconditions.Varioustypesoftaperecorders,videorecorders,satellitecommunication,computerandthedevelopmentofnewtechnologycreatemorerichteachingmethodsandteachingenvironmentforforeignlanguageteaching.Therecorderisverypopularbecauseoftheadvantagesofsmallvolume，convenientusingandnonoiseinforeignlanguageteaching,foreignlanguageprogramsfromsatellitebecometheimportantsourceofaudio-visualmaterialsforlearningaforeignlanguage，whichcreateexcellentaudio-visualenvironmentofforeignlanguage.CAI(ComputerAssistedInstruction)systemappliedinforeignlanguageteachingalreadyobtainedapparenteffect.However,whentheintegrationofcomputertechnologyandforeignlanguagecurriculumhasbeenintheexploration,itsdevelopmentisrelativelyslow.Inmidof1980s,withthespaceofcomputerharddiskincreasingandCD-ROM(ComputerDiskReadOnlyMemory)andCDmarketing,multimediatechnologyinforeignlanguageteachinghasbeenappliedwidely.Hypermediamakesthemultimediatechnologymorepowerful.Inthelate1970s,withthedevelopmentoftheInternet,theintegrationofforeignlanguageteachingandmoderninformationtechnologymainlyincludingmultimediatechnologyandnetworktechnologybecomesresearchtopicofforeignlanguageteaching.Inmanycountriesandregionsintheworld,peopleseriouslypayattentiontoinformationtechnology’sinfluenceandactiononeducation.In1998JulyJapan,EducationCurriculumCouncilpublishedadvisoryreport,“intermstothebasicdirectionofimprovementofeducationcourse”putforwardclearly.Firstlyintheprimaryschool，juniorhighschool，andhighschoolallphasesofeachdisciplineactivelyusecomputerandinformationequipmentforteaching(theconformityofcomputerasthecoreoftheinformationtechnologyandthecurriculum).In1996,FrenchAcademyofSciencespublishedareportaboutFrenchinformationtechnologyproblemssuggestsinthefieldofteachingcommonlyusingmultimediatechnology.TheAmericanfamousProject2061inthehigherlevelproposedtheintegrationthoughtofinformationwithvariousdisciplines.Canadainthisfieldalsounwillingtolagbehind,sincemidof1990,allofexperimentontheintegrationofinformationtechnologyandcurriculumincreasedceaselessly,andachievedgoodresults.InadditiontotheabovelistedJapan,FranceandtheUnitedStates,China,moreandmoreschoolsofothercountriesareactivelyintothetestrange.Intermsofthedevelopmenttrend,theintegrationofinformationtechnologyandsubjectscanreflectthecharacteristicsofmultimediamethodandnetworktechnology.Especiallyintheforeignlanguagecurriculumreform,thecomprehensiveuseofmoderninformationtechnologyisoneoftheimportantexperiences.Itcanmakelearnersmorefullandfreeaccesstothelanguage,greatlystimulatethelearner’smotivationinforeignlanguagelearningandmakeitmorecommunicative,2.4.2RelatedResearchatHomeTheapplicationofmultimediainforeignlanguageteachinginChinaprobablybeganin1950s,andhasexperienced50yearsofhistory.Atthebeginning,foreignlanguageslideandforeignlanguagebroadcastarethemajorwaysofforeignlanguageteaching.Subsequentlyspecialeducationdepartmentbegantobeestablishedinsomeforeignlanguageschools,andmanycollegesanduniversitiesestablishedspeechlaboratories.After1958,domesticproductionofrecorderandtapesupplywhichcreateastrongconditionsforforeignlanguageteacherstousemodernteachingmediatoteach.Atthesametime,theaudio-visualfacilitiesoflanguagelaboratoryarealsograduallycomplete,andsomeforeignlanguageinstitutionsbegantoestablishspecializedteachingsites.After1960,ourcountry’sforeignlanguageaudio-visualeducationhasanewdevelopment.Audio-visualeducationgetintothecollege,primaryschool,andmanyschoolsusemovieprojectors,taperecorders,projectorsandothers.In1979,theMinistryofEducationestablishedtheAudio-visualEducationBureauandtheCentralAudio-visualEducationHall,andpublishedthemagazine“Audio–visualeducation”.ThisindicatesthatChineseAudio-visualeducationhasenteredanewdevelopmentperiod.Foreignlanguageteachingalsogainedanewlifeandrapiddevelopment,theforeignlanguagedepartmenthasestablishedaudio-visualagencies.Becauseofthewideuseofmodernteachingmedia,bothinsideandoutsideoftheclassroom,someforeignlanguageeducationofpoorqualityinprimaryschoolachievedgoodresults.CCTV,localTVandradiostationshavecarriedoutforeignlanguageteachingprograms.In1986,thenationalsatellitetelevisioneducationopens,sothatforeignlanguageteachingscalesrapidlyexpand.In1985October,ChineseCollegeForeignLanguageAudio-visualAssociationWasformallyestablished,thisisthefirstnationalacademicgroupsofChineseaudio-visualdomain,anditisamajoreventofChineseforeignlanguageaudio-visualarea,forpromotingforeign