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1、On the Multimedia Assisted English TeachingAbstract In this paper, multi-media in the English classroom teaching strengths and weaknesses, and proposed the use of multimedia in English language teaching should pay attention to some of the issues. Key words multimedia-aided teaching English Classroom
2、 In Chinas traditional teaching model, in general, is a textbook-based, blackboard as the media, led by the teacher to take talk and chalk approach; the students are mostly passive recipients of knowledge, the results of the practical application of language ability is not strong, With the Ministry
3、of Education reform of the current teaching mode, teachers, textbooks, blackboards and students, teachers talk, students listen to model changes in the computer (network), educational software, classroom the integrated use of personalization, active learning model up , the use of multimedia technolo
4、gy in the teaching of English has become a new kind of modern teaching. The computer since its birth date, it is inextricably linked to English and how to use computers in this modern intelligent tools, the introduction of multi-media teaching in English classroom, the teaching of English and inevit
5、able trend of development. There are many more multi-media teaching can not match the advantages of traditional teaching, it can stimulate students interest in learning to keep students active, integrated students a variety of senses, to improve access to information the amount of knowledge and capa
6、city to expand the classroom to enhance students speaking ability and use of English capacity. But not merely as a multi-media to stimulate interest in learning, teachers ignored their dominance into a demonstration of the machine, avoiding one-sided pursuit of classroom capacity, according to the a
7、ctual students, improve the efficiency of multi-media teaching. 1, multimedia technology and English language courses Multimedia Multimedia Chinese word in English translation, from the narrow perspective of English language teaching is defined as an interactive multimedia computer-controlled delive
8、ry system (Integrated Learning Systems, referred to as ILSS). In fact, its content and technology has gone beyond the scope of the term Multimedia is essentially the integrated use of text messages ultra large interactive database, including text files, still images, real-time audio-visual and proce
9、ssing system, language functions, features music and sound effects and so on. Its teaching process control functions, and human-computer interaction function is unmatched by other audio-visual equipment, is the best of modern teaching media. Second, the advantages of multimedia-assisted English lang
10、uage teaching 1. The use of multi-media teaching are conducive to diversification of forms of English language teaching Multimedia teaching provides us with a traditional education to overcome the drawbacks of the new teaching methods, so abstract, dry learning content into the image, interesting, v
11、isual, and audible the dynamic content into the development of English language teaching trend. Moreover, it can simulate the real environment, the use of visual, auditory, and tactile and other forms of the students in a comprehensive multi-sensory stimulation. (1) teaching new lesson In teaching a
12、 new class, you must first introduce some background. If we adopt a number of picture data, audio or video data to import the new courses, can play a multiplier effect. For example, in teaching English at a comprehensive list Lesson 9Only Three More Days time, you can insert the information relating
13、 to the Second World War, when reproduction of the scene in Berlin under Hitler. Import both vivid and lively way, and the large amount of information input, the effect clearly. In the talk the next volume of Lesson 6The Beauty of Britain when the teacher alone is boring to explain, the students how
14、 to do is difficult to understand why the British are the exquisite balance between Nature and Man. (Unique combination of both natural and artificial) The. To the students through multi-media show Britains scenery, including the citys buildings, rural farmhouse, wheat fields and forests, wilderness
15、, etc., with an intuitive understanding, students will be able to suddenly see the light, the beauty of Great Britain have a deep impression, and thus the understanding of texts is also deepened. (2) Grammar Practice Section In the teaching of grammar point of boring monotonous, it can produce Flash
16、 animations, use animation to explain the syntax of the content, student interest has been aroused, teaching content also much more acceptable; while that require a large number of examples to explain the syntax of the content, but also can be made into courseware, teaching the teachers when it is e
17、liminating a lot of writing on the blackboard of time, but also relatively easy to complete the teaching task; In addition, you can design for some of the content taught to all students for interactive grammar exercises, on the spot training , commenting on the spot. (3) review lessons Review for th
18、e content of the students to ask questions, and then review the content of multimedia to show up, to deepen the impression of the content from students, review the efficiency of doing so greatly enhanced. 2. Conducive to mobilizing the enthusiasm of students, active classroom atmosphere In English t
19、eaching, through the diverse multi-media presentation capabilities to fully mobilize the students a variety of senses, the students interest in learning are virtually excited out, especially in teaching difficult to understand some complex abstract syntax, it will be the teaching content to illustra
20、ted, lively, entertaining and educational show out of the three-dimensional scene, the students in a variety of sensory stimulation of varying degrees, accept the sound, image and even touch such a wide range of information, the medium of English multi-media classroom a teacher may create educationa
21、l content consistent with the scene, so that learning for everyday life, boldly opens his mouth to speak English. The classroom atmosphere of this scenario is not Man Tangguan, spoon-feeding of traditional English teaching mode can be compared. 3. To expand knowledge of the amount of information, so
22、 that further enriched the classroom Use of multimedia to English teaching is available through audio-visual integration, audio and video, and Mao, with the performance of dynamic and static forms, vivid image display of teaching, and expand the horizons of students at the same time, due to pre-prod
23、uced multi-media courseware, teachers, eliminating the need for the time writing on the blackboard effective in promoting the English language class large-capacity, multi-information and high efficiency. 4. Make teaching more image, improve teaching quality For some of the more abstract texts, teach
24、ers alone oral explanations, I am afraid it difficult for students to fully understand and grasp. Use of multimedia technology, can make things simple, but also can be effective. Teachers can play the movie clips or pictures related to information to enable students to have an intuitive understandin
25、g, students can in a relaxed and lively atmosphere to learn the knowledge without feeling tired and boring, so as to enhance teaching effectiveness and teaching quality. 5. To improve the efficiency of the classroom and enrich the content of the classroom Multimedia as a foreign language teaching of
26、 a very favorable material conditions. Teachers in the classroom can save a lot of time writing on the blackboard for the expansion of knowledge, increasing the students practice speaking and teaching the use of appropriate courseware can also enhance students interest in learning, improve classroom
27、 teaching efficiency. It retains the characteristics of the computer interaction, but also has audio-visual equipment, a fine display of the advantages of image and sound, with extraordinary expressive, rich content, a variety of forms, vivid images. 6. To promote teacher self-improvement Modern soc
28、iety is a society of information explosion, all kinds of new things keep emerging, all kinds of new knowledge are constantly emerging, foreign language teaching need to keep pace with the times, constantly add new content, reflecting the Time Life. Knowledge of foreign language teachers need to cons
29、tantly update and expand. Multimedia to become teachers access to knowledge and information of the most handy tool. Access to information through the media can be can be best illustrated collection of the latest teaching materials, teaching effectiveness of the materials can be easily dynamic organi
30、zation and modification of the students can grasp the extent of adjustment in accordance with its progress, and thus be individualized , and to improve the quality of teaching. 7. Beneficial to students interested in Materials in a large number of foreign material, including celebrity stories (such
31、as Marx, Einstein, Martin Luther King, Jr., Marie Curie) and famous (such as the Tale of Two Cities, millions of pounds) has a large number of sound like material. We can use multimedia technology to organically combine these materials into the courseware to attract stimulate students interest in le
32、arning so that students take the initiative to understand multi-dimensional multi-angle text. Third, the shortcomings of Multimedia Assisted Language Learning Although the multi-media to bring the advantage of English language teaching can not compare with traditional teaching, but in actual teachin
33、g, the use of multimedia courseware also has some drawbacks: 1. Information overload, impact teaching effectiveness and learning outcomes A major advantage of the computer is the ability to store large amounts of information. If teachers in the production of courseware, it will be with the text cont
34、ent of all materials related to non-selective list out, text, audio, pictures and other information contained in a huge amount of information, students can not accept a short time and digest and can not reason clear clue I do not know what is the key and difficult, do not know what the master and th
35、ereby greatly reduced teaching effectiveness. 2. The use of multimedia courseware easily affect the dominant position of teachers In the multimedia classroom, teachers should play the role of supervision and guidance. The multi-media courseware used in the classroom most of the use of show style tea
36、ching, teachers, students grasp the extent of hard to grasp, it will be difficult classroom situations and students, according to the reaction flexibility to adjust teaching ideas and methods, thus becoming courseware prisoners , the status of teachers, guidance can not be brought into play. 3. Cour
37、seware not up to standard Classroom teachers in order to add fun, using a large number of audio-visual and animation, visual effects seem good teaching practice and found that distracted the attention of the students failed to achieve the desired results. Courseware should be just right, highlight t
38、he difficulties of teaching, with emphasis so that students can grasp. Reposted elsewhere in the paper for free download http:/ 4. Multi-media teaching students is not conducive to innovative thinking Since multi-media courseware is designed by teachers in advance, the entire teaching process, teach
39、ing content and even questions are true. Class, the teacher just play projector role, in accordance with established procedures to complete the various teaching steps. In the whole teaching and learning activities, students thinking along the courseware is the designated orbit. The long-term use of
40、this orientation, model-oriented teaching methods will inevitably bound students to the development of thinking, which is not conducive to the cultivation of innovative thinking of students. 5. Multimedia Courseware Yi so that teachers can ignore the teaching materials and methods Multimedia Coursew
41、are often takes a lot of time-consuming, easy to make teachers ignore the right teaching materials and methods research. Sometimes teachers in order to make some more beautiful pictures, text, color is more richly varied, often set in a debug repeatedly, repeatedly running demo, due to the design of
42、 the courseware to pay too much time, energy, often too busy to delve into teaching materials and methods and find materials that match the teachings of the teachers, is the most important. 4, multimedia-assisted teaching of English should be noted that the issue While the multimedia as a new teachi
43、ng methods used in English teaching, to the teaching of English has brought many benefits, but it is not a panacea, in the course of the following should be noted and to avoid problems. 1. Should pay attention to make full use of multi-media play to teachers, students and active principle of combini
44、ng In the classroom teaching, to prevent indiscriminate use of multimedia and weaken the leading role of teachers and neglect the phenomenon of the dominant position of students. In English class, the role of teachers, many of the computer can not replace, the classroom interaction between teachers
45、and students exchange is still the most effective ways of teaching and learning, teachers should pay particular attention to the exchange of ideas with the students, with keen eyes to capture the expression of change and movement of students change, and thus insight into the inner world of the stude
46、nts in order to regulate the teaching process. 2. To avoid visual image of the teaching and divorced from the phenomenon of English language teaching Multimedia technology can give the true teaching of the visual image of the material, to enable students to obtain a new fully aware. However, teacher
47、s must also use appropriate language, to be timely tips, stress, etc. generally be guided not only concerned about the material itself at the expense of the students on the display of visual materials and the intrinsic link between teaching, we should avoid this kinds of visual image caused by class
48、room teachers, teaching and divorced from the phenomenon of language teaching. 3. Avoid excessive use of multimedia courseware and teaching effectiveness Some teachers think that multimedia courseware for teaching effectiveness using the more the better. As a result, in the design of courseware over-use of audio an
