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1、AbstractMultimedia,anadvancedmediawhichconsistsofsound,picturesandanimation,isbeingappliedtoEnglishteachingandlearningbymoreandmoreteachersandstudentsinmiddlesch!.Usingmultimediainteachingandlearninghasmanybenefits.Butinusualcontactwithteachersandstudentsofmiddleschool,itisfoundthatlhcyhavesomeviewp
2、ointsaboutmultimedialeaching,sothereismuchvalueandmeaningtomultimediaapplicationinEnglishteachinginmiddleSChoO1.ThepurposesofthethesisareIhepresentsituationandhemainproblemsofmultimediaapplicationinEnglishteachinginmiddleschool,andthenfindoutsolvemethods.Theresearchquestions:)Whalaretheteachersandst
3、udent,sVieWpOinISofEnglishleachingwithmultimedia?2)Whatis(arc)thePrOblCm(三)studentsrunintowhileteachersarcconductingEnglishteachingwithmultimedia?3)Whatarcthebestmethodstoresolvetheexistingproblems?Thisresearch,throughquestionnairesurvey,investigatedsomerandomlychosenteachersandstudentsofChangJiN0.4
4、middleschlandchoosestheGradeTwostudents.,hroughsurveyandanalysis,itisfoundthatthemainproblemsexistinginmultimedia(cachingofEnglisharcasfollows:(I)Studentscannottakenoteseffectivelybecauseofthehighspeedofcourseware.(2)Multimediateachingnegativelyreducestheopportunitiesofemotionalexchangebetweenteache
5、rsandstudentsbecauseofthechangefrominterpersonalcommunicationtoman-machinecommunicationinclassroom.(3)Multimediacoursewareoftenservesasaplatformforgatheringmaterialsandinfactbecomesanelectronicversionofthetraditionalspoon-feedingeducation.Thus,manystudentsbecomethepassiverecipientsofinformalionincla
6、ss.(4)Multimediateachingisnotconducivetothe(rainingofstudentsspokenEnglishtoacertainextent.Inresponsetotheseissues,undertheguidanceoftheIheOryofCOnSlrUCIiViSmandHumanism,exploredlhcmethodsandmeasuresinordertodealwiththeexistingissuesandproposedtherelatedsuggestionsasfollows:(1)Buildingascientificcla
7、ssroomteachinginode;(2)Designingpracticalmultimediacourseware;(3)Strengthencmolionalcommunicationwithstudents;(4)Furtherhighlightthemainro!cofstudentsinlearningKeywords：Multimedia：EnglishteachinginmiddleSChoOI;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。利用多媒体协助教学的好处是不言而喻的，但在平常与中学师生的接触中，发觉他们对
8、多媒体教学存在一些看法，因此探讨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。本课题旨在探讨多媒体在初中英语教学中的运用和所存在的问题，从而找出解决的方法。本课题的探讨何阳包括：D老牌和学生对多媒体英语教学的观点是什么？2）当老师在运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？本课采纳问卷调查的探讨方法，对昌吉州四中初二年级部分老师和学生进行随机性的调直。通过调查与分析，发觉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沟通削减，人际对话变成人机对话：（3）多媒体课件往往是一种材料的聚集平台，
9、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：（4）多媒体教学在肯定程度上不利于学生英语口语水平的培育和提升。针对这些问题.本文以建构主义、人本主义为指导，探窕解决问题的方法.提出：（1）要建立科学的英语课堂模式：（2）设计好用性的教学课件：（3）加强与学生的情感沟通：（4）进步凸显教学中以学生为中心的特点。关健询：多媒体，初中英语教学，建议ContentsAeknCWllVlWenlang错误!未定义书签.Abstracti摘要iiIIntrodudionI1.1 BackgroundoftheStudyI1.2 SignificanceoftheResearch11.3 Fnjmc
10、work22Itcr,(InOrCthanahalfcentury)oftheresearchofmultinwdiateachingandlearningabroad,especiallyintheUnitedStates.Taylor(1980)expressedthatcomputerassistedlanguagelearningprognunscanbewonderfulstimuliforsecondlanguagelearning.Nunan(1999)reportedthat,interactivevisualmediawhichcomputersprovidedseemtoh
11、aveauniqueinstructionalcapabilityfortopicsthatinvolvesocialsituationsorproblemsolving,suchasinterpersonalsolving,foreignlanguageorsecondlanguageIcaming(p.26).Cheng-Chieh1.ai&WilliamllanKritsonis(20(X)pointedoutthatresearchfindingsindicatethattheuseofcomputerhasapositiveeffectontheachievementlevelsof
12、secondlanguagelearners,butitstillhasitslimitationsandweaknesses,suchasfinancial,isolated,andknowledgerequiredissues.?ndtheyemphasizethatwemustrecognizeboththeadvantagesanddisadvantagesofusingcomputerssowecangetthemaximumeffectivenessoftechnologytoenhancesecondlanguagelearning.Theabovefewexamplesjust
13、provideuswithawindowthroughwhichwecangelasummaryasfollows:(1) Themultimediateachingmethodactuallyhasmanyadvantagesandmeanwhilelotsofdisadvantages.(2) I-hepreviousresearchesmainlyfocusontheformsormodelsofdesignofteachingandIeamingsoasto【rytohighlighttheadvantagesofapplicationofmultimedia.(3) Manyrese
14、archesfocusontheissuesoflinguisticaspect,butacertainextent,neglecttheIeamCrspsychologicalaspect.2.2.2 ResearchesatHomeAlthoughtheso-calledmultimediateachingemergesalittlelateinourcountry(objectivelyspeaking,itbeganin1980s),itdevelopsquickly.smentionedpreviously,nearlyeveryschoolanduniversityapplythi
15、smodernteachingandlearningmodel(cachingandlearningwithmultimedia,andtherelatedresearchesarenaturallyfollowed.WangXiaojuan(2(X)7)thoughtthatiftheauxiliarycourseware(e.g.PowerPoint)isproducedandusedinconjunctionwihCD-ROMsthisleachingsoftwarecanplayabetterroleinclass.I-hereasonisthatstudentswillproduce
16、fatigueanddullInoOdoverlimeifheentiretextrevolvesaroundtheCD-ROMs.HeradviceisIhalauxiliaryinstructioncoursewarewillbePnMIUCCdtomoderatelysupplementandadjusttheCD-ROMs.2.3 TheoreticalBasisoftheResearchSometheoriesasfollowsaretakenasthetheoreticalbasisofthepresentresearchaccordingtotheneed.Constructiv
17、ismConstruciivisniisahumanisticmodelthatdiffersradicallyfrombehaviorism,suggestingthatlearningisaprocessbywhichIcanicrsconstructnewideasorconceptsbymakinguseoftheirownknowledgeandexperience(KenBetty,2005:91).Theindividualitselfconstructshisownunderstandingdependingonthecurrentorpastknowledgeratherth
18、anpurelyacceptstheknowledgeandstoresitinthemind.Constructivismencouragesmovementawayfromthetransmissionmodeloflearningtotheexperientialmodel(McCann,2(X)1)withinthecontextofourmultimedialearningenvironment.OXfbrd(1955:362-3)statesthatConSIrUCliViSmispartlybasingonKellystheoryofpersonalconstructs.Kell
19、ysuggeststlatpeopleunderstandexperiencebygroupingaccordingtosimilarityandopposites(ascitedinBetty.2005,p.94).Ontheconstructivistmodel.J.S.Bruncr(1963)believesthattoinstructsomeoneinadisciplineisnotamatterofgettinghimtocommitresultstomind.InaConsiructivisi-Ieamingenvironment,studentsshouldplayanactiv
20、epartandassumemoreresponsibilityforheirownlearning,auitheylearnbyfittingnewinformationtogetherwithwhattheyalreadyknow,activelyconstructingtheirownnewknowledgesystemandsolutionstotheproblems.MAIwillassisttheteacherstorealizethegoalsbyconstructinglierentkindsofcontextsbymeansofthemultimedia.Onlywhenth
21、eMAIisonthebasisof(heConstructivism,itcanexploititspowerfulfunctionsatanoptimallevel.IntheenvironmentofMAlbasedontheConstruciivisin,(heroleoftheteacherbecomesInOrecomplexasitdoesnotonlyinvolveprovidingins(11c(ionbulalsoinvolvesScafToIdingactivities,monitoringfeedbackbymeansofthemultimedia.Constnicti
22、vismcannottellteachersnewthingstodo,butimaysuggestwhycertainattitudesandprocedurearecounter-productive,anditmaypinloutopportunitiesforteacherstousetheirownspontaneousimagination.HumanismHumanismemphasizesotheimportanceoftheinnerworldofthelearnerandplacetheindividualsthoughtsfeelingsandemotionsatthef
23、orefrontofallhumandevelopment(Williams&Burden.2OO5)ErikEriksonisanoutstandingpsychologicalresearcherinHumanisticpsychology.TebasistorEriCkSotfSideas,whichhesetsoutbrilliantlyinhisClaSSiCtCXtChildhoodandSociety(1963).isthathumanpsychologicaldevelopmentdependsonthewayinwhichindividualspassthroughprede
24、terminedInaturationalstagesanduponthechallengesthataresetbysocietyatparticulartimesinheirlives(Williams&Burden,2(X)5).Erikson,stheoryalsoviewseducationasinvolvingthewholeperson,theemotionsandfeelings;educationdoesnotinvolvemerelytransmittingpiecesofknowledge.AbrahaInMaslowsuggestsahierarchyofneedsth
25、atisusuallypresentedintheformofapy11nid.Maslowsideasabouthumanneedfulfillmentpointsout“theimportanceofestablishingasecureenvironmentwherelearnersfeelthattheybelongandwheretheycanbuildupseiI-respectbyreceivingrespectfromothers(Williams&Burden,2OO5)m.Meanwhile.MasIowthinksthateducationenablesIcamcrsto
26、developasindividualsintheirownright.D.E.Hamachcck(1977:149)argues,Humanisticeducationstartswiththeidea(atstudentsaredifferenl,anditstriveslohelpstudentsbecomeTnOrClikethemselvesandlesslikeeachother,(ascitedinWilliams&Burden.2005.p.34).Inahumanist-learningenvironnen,everylearningexperienceshouldbesee
27、nwithinthecontext;learnersshouldbeencouragedtomakeachoiceforthemselvesinwhatandhowtheylearn:teachersshouldknowstudentsasindividualsandseektounderstandthewaysinwhichtheymakesenseoftheworld.Tliereibre,teachersshouldprovideanoptimalconditionforindividualizedandgrouplearningofanauthenticnaturetotakeplac
28、e.MAIwillassisttheteacherstorealizethegoal.3. ResearchDesignThepurposesOflhepresentresearcharetotlndouttheexistingproblemsofmultimediaapplicationsinEnglishteachinginmiddleschoolbyanalyzingtherst-handinformationanddatagainedfromthewayofquestionnaires,objectivelyandtheoretically.3.1 ResearchQuestions1
29、) WhataretheviewpointsOfEngIishteachingandlearningwithmultimedia?2)Whatis(are)theproblem(三)studentsrunintowhileteachersareconductingEnglishteachingwithmultimedia?3)Whatarcthebestmethodstoresolvetheexistingproblems?3.2 SubjectsThesubjectsofthequestionnairesarc110studentsandIOteacherswhoarcchosenfromC
30、hangjiNo.4middleschoolandthewriterChOOSetheGradeTwostudentsthathaveanalyzethecurrentsituationoftheapplicationoftheMAI.3.3 InstrumentsThewriteradoptsquestionnairestoconductthisresearch.Tlierearetwopartsforquestionnaire.Oneisforstudent-subjects,whichconsistsof19multiplechoicequestions(seeAppendix1)and
31、aboutIIOstudcntstoIcamaboutthestudentsopinionandattitudetowardtheapplicationofmultimediainEnglishteaching.Theotherone(seeAppendix2)isfortheteacher-SufcjCClSandaboutIOIcachcrsIcamabouttheteachers,viewandattitudetothesamequestion.Therccovcrjroftherateis100%.3.4 DataCollectionsAstothequestionnaires,the
32、yarcdislributcdtotheparticipantsinregularclasses.Ineachclass,theteachersetasideabouttenminutesforthestudentstofinishthequestionnaire.AfterthedistributionOfIhequestionnaires,theparticipantsanswersarcinputintocomputer.Excelstatisticalanalysisarcusedtoanalyzethem.4. ResultsandAnalysis4.1 ResultsoftheQu
33、estionnairesforStudentsThequestionnaireforstudentsisforinvestigatingthreekindsofproblems:I)studentsviewsaboutthepresentmultimediateachinginode：2)generalunderstandingofmultimediateaching;3)evaluationofteachingCfreClwithmultimedia.Thepresentauthorwillpresenttheresultsonebyone.1.ookatthefollowingtable:
34、Table3.1StudentsViewsaboutthepresentMTmOdeItemsQUeSti12345QlOO40%48.57%11.43%0QI221.11%45.23%25.63%8.03%0QI335.71%42.86%18.57%2.86%NoitemQI43.02%23.16%42.21%31.01%0.6%QI51.01%24.12%38.69%32.66%3.52%(Generallyspeaking,1standsforstrongagreement:2forinclinedagreement;3forgeneralagreement;4fordisagreeme
35、ntand5forstrongdisagreement)I)AccordingtothestatisticaldataoftheTable3.1.although88.57%ofthestudentsarcsatisfiedwiththemultimediateachingequipment,yetnoneshowsstrongestsatisfaction.48.57%jusshowgeneralagreement(QK).Nearly92%ofthestudentsagreewiththeviewthattheteachingrhythmrunssoquicklythatSludcntsc
36、annotwritedownnotesintimewhileonly8%ofthemchsctheoppositeanswer-disagree”IenI(QIO).Moreover,onepointneedstobementionedthatnoneofthestudentsholdstrongdisagreement.AsforQ13,35.71%ofthestudentsmaintainthatit,sagoodwayforteacherstohandouttheprintedcoursewarefortheycangetmoretimetointeractwiththeirteache
37、rswhile42.86%ofthestudentsthinkit,snotaverygoodwayfortheywilleasilydistracttheirattentioniftheydontmakenotes.QI4revealsthat68.39%ofthestudentsthinkthatmultimediateachingtendtoleadto“electricirrigationandQ15revealsthat63.82%ofthestudentsthinkthatmultimediateachingisjustane-versionofthetraditional*spo
38、on-feeding,teaching.Allinall.thedataindicatesthatthepresentteachingmodeisnotperfect,withafewproblemsincluded.First,manystudentsthinkthattherhythmrunssoquicklythatstudentscannotwritedownnotesintime.Second.MultiintxliacoursewareoftenSCrVeSasaplatformforgatheringmaterialsandinfactbecomesanCICCtrOniCversionofthetraditionalspoo
