如何上好语文课 (2)

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1、 山西师范大学继续教育学院毕 业 论 文（设计）题目：Application Strategy of Multimedia Technology in Primary School English Teaching 级 别 2011级 专 业 英语 函授站点 大同函授站 班 级 英语本科班 姓 名 王爱平 2013 年 9月 26 日ContentAbstract(1)摘要(2)Introduction(3)1. Introduction of multi-media technology(4)2. The advantages of applying multi-media in prima

2、ry school English teaching (5) 2.1 Enriching visual representation to stimulate interest in speech(5)2.2 Breaking the boundaries of time and space to shorten the process of perception(5) 2.3 Creating the learning situation to optimize the learning outcomes(6) 2.4 Dust-free teaching to create a favor

3、able environment (7)3. The problems of applying multi-media technology in primary school English teaching(7) 3.1 Overweighting the audio-visual effect but ignoring verbal communication (8) 3.2 Emphasizing on the demonstration effect but ignoring the role of teachers(8) 3.3 Seeking the superficial fo

4、rm but ignoring the real effect(9)4. Strategies of applying multi-media in primary school English teaching (9) 4.1 Effects of teaching aspects(10) 4.1.1.The guiding role of teachers(10) 4.1.2.The principle role of students(11) 4.1.3.The supporting role of the media(12) 4.2.The layer of teaching mann

5、ers(13) 4.2.1.The psychological characteristic of the students(14) 4.2.2.The characteristic of the textbook(15) 4.3.The expansion of teaching resources(16) 4.3.1.Expanding teaching resources in space(16) 4.3.2.Making the class close to the real life(17) 4.4.Effectives of instructional design (18) 4.

6、4.1.Teaching contents: serve for the aims(18) 4.4.2.Teaching design: step by step(19)Conclusion(20)Acknowledgements(22)Bibliography(23)Abstract: With the development of computer technology and computer-aided teaching activities and the continuous development and improvement of Chinese educational re

7、form, multimedia which is widely used in primary school English teaching for its unique advantages is integrated into the entire education system together with teachers, students, teaching objectives, content and methods of teaching, all of them constitute a new teaching way. Compared with tradition

8、al teaching methods, multimedia can increase the intuitive of the teaching and create language learning environment as well as effectively stimulate students interest in learning to optimize the classroom teaching, which is popular and well welcomed to the majority of teachers. However, in the pract

9、ical application of English teaching process, there are still many other issues in understanding, designing or using the multimedia. It had rather seriously impact on the quality of classroom teaching than achieve the desired result. In response to these problems, this paper tries to give some advic

10、es. It is hoped to provide some help to large number of teachers who are engaged in English language teaching, letting them place the right role of the teachers, students and the media. Combined with the characteristics of their own students as well as the actual teaching environment, they may make

11、more rational design of courseware to expand the teaching resources and better develop students ability, thus ultimately promote the level and quality of the primary school English teaching.This paper analyzes the advantages and disadvantages of applying multimedia technology in the primary school E

12、nglish teaching. Part one is the introduction of the multimedia technology. In part two, it presents the advantages of multimedia technology in stimulating students interest, optimizing classroom teaching, creating the learning situation as well as the aspects of dust-free teaching. Part three descr

13、ibes the existing problems of multimedia technology in practical primary school English teaching. In the last part, the paper gives some suggestions combined with the characteristics of students and the PEP Primary School Students Books.Key words: Multimedia Technology; Primary School English teachi

14、ng; Advantages and Disadvantages of multimedia application摘要：随着计算机技术的发展和计算机辅助教学活动的不断深入以及我国教育改革的不断发展和日益完善，多媒体以其独特的优点广泛应用于小学英语教学当中，并且融入整个教学系统，与教师，学生，教学目标，教学内容和方法一道构成新的教学活动方式。因此我们通常所说的多媒体教学是指教师运用多媒体设备如计算机，投影仪等并借助预先制作的多媒体课件来开展的教学活动过程，它又称为计算机辅助教学。与传统的教学手段相比，多媒体能增加课堂教学的直观性，创设语言学习环境，有效地激发学生的学习兴趣，优化课堂教学，受到了

15、广大教师的亲睐。但在实际运用过程中，许多教师对多媒体教学的理解、设计或使用都还存在着许多误区，不但没有达到预期效果，反而严重影响了课堂教学质量。针对这种现象，本文提出了一些建议，希望给从事小学英语教学的广大教师提供一些帮助，让他们在新课程标准的指导下，正确定位教师，学生，媒体的作用，并结合自己学生特点以及实际教学环境，利用媒体拓展教学资源的同时合理设计教学课件,更好地培养学生各方面的能力，从而不断推动小学英语教学水平和质量。本论文详细分析了多媒体技术在小学英语教学运用中的利与弊。第一部分是对多媒体技术的介绍。第二部分结合多媒体的一些优点介绍了它在激发学生兴趣，优化课堂教学，创设教学情境，清洁无

16、尘方面的优势。第三部分叙述了多媒体在小学英语教学实际中存在的问题。最后一部分针对多媒体教学中出现的问题，结合小学生以及PEP小学英语教材的特点提出一些建议。关键词: 多媒体技术；小学英语教学；多媒体应用的利弊IntroductionMultimedia teaching usually refers to a kind of process that teacher use multimedia equipments such as computers, projectors and other pre-recorded multimedia courseware to carry out t

17、heir teaching activities. It is also called Computer-Assisted Instruction. In the modern Information society, multimedia and network technology are widely used in the field of teaching because of the rapid development of high technology. The traditional forced-feeding model of teaching that teachers

18、 are always talking while students listening, as well as teachers continue to write something while students copy seems to be out of date. Multimedia can provide pictures, text, sounds, and other information as to create a realistic audio-visual illustration and also offer students with a new enviro

19、nment to understand and grasp what they have learned. Added with the physical and mental characteristics of the primary school students together with the new requirements of the curriculum standards for English teaching, multimedia makes the reproduction of the colorful classroom teaching English sc

20、ene come true, which let the classroom close to life and make life reintegrate the class to create teaching environment and optimize the teaching effects. Multimedia with a series of characteristics adapted to the requirements of modern teaching which can change the situation of time and space, deve

21、lop students interest and improve the classroom efficiency. Despite of so many advantages, it is only a supporting tool in primary school English teaching. It can only help students better understand and master the teaching materials, but can not replace teachers leading role of the classroom, let a

22、lone to the text. Currently, there are some problems for many English teachers to understand and use this kind of teaching method. In view of the problems that lie in the application of multimedia, this paper tries to give some suggestions to these primary school teachers who are using multimedia in

23、 their teaching. It is hoped to give them a little help and ultimately promote the level and quality of the primary school English teaching.1. Introduction of multi-media technologyMultimedia is a conventional term in the field of computer technology. It means the text, graphics, sound and video ima

24、ges and other variety information symbols as well as the function of processing and presenting the information. Multimedia Technology refers to dealing with multimedia using computer and to establishing the logical links by various media technologies. It is a combination of the information communica

25、tion technology, information processing technology and information storage technology. Usually we regard these various types of computer applications in the field of education as Computer-Based Education, it is often short for CBE. While the Computer-Assisted Instruction, referred to CAI, is an impo

26、rtant computer application in the education field (Zhou Yang,2001:14). With the development of computer technology and the depth of the Computer-Assisted teaching activities, multimedia computers are not only as a form of information technology or tools existing in English teaching, but also integra

27、ting into the entire education system. It also constitutes a new teaching method together with teachers, students, teaching objectives, content and ways of teaching. Therefore, the use of multimedia teaching usually refers to a kind of process that teacher use multimedia equipments such as computers

28、, projectors and other pre-recorded multimedia courseware to carry out their teaching activities. It also called Computer-Assisted Instruction(CAI)(Yuan,2005:45). Compared with foreign countries, Chinas research and application in the CAI started late. In 1985, China held the first computer-assisted

29、 education and academic exchange. In 1986, the State Education Commission set up an organization called “national primary and secondary school computer education research center”. It is mainly responsible for the application, research, evaluation and promotion of the development of CAI, which had al

30、so played a great role in promoting the development of CAI(Zhou Yang,2001:3). With the deepening of education reform in our country, CAI had achieved a lot in various educational sectors in our study and the application and popularization of the work.2. The advantages of applying multi-media in prim

31、ary school English teaching2.1 Enriching visual representation to stimulate interest in speechIt is essential to cultivate students interest in English teaching. Multimedia courseware which set sounds, images, animation, characters into one, can combine vision, hearing and other aspects together to

32、make classroom teaching more visual, lively and interesting. It also gives students a sense of the immersion so that they are more interested in it (Su, 2004:43). Furthermore, children are always lively, curious, receptive to new things. Elegant and pleasant music, vibrant colors and beautiful gorge

33、ous picture can attract the attention of students so that they are enjoying what they will learn, and thus increase their interest in learning English. It also stimulates their passions to see, hear, and do other activities in the class and accept new knowledge easily. For example: when teaching Uni

34、t 1 Our School in the second term of PEP Primary English Students Books(PEP) in Grade 4, during the lesson, there is a sentence structure “Where + be + Subject?” and the expression of directional prepositions-in. So the teacher could make a flash made of a small monkey which is a favorite cartoon an

35、imal among the kids. When classes began, the monkey would appear and said “Would you like to be my friends? First, it is better to write my name down, monkey!” Then teacher continued to play the flash about the small monkey who is under a tree, at the foot of the mountain, in front of rooms and behi

36、nd the house and other cartoon cards, and at the same time told the kids the flowing words “under, at the foot of, in front of, behind, etc”. Whoever said right, the small monkey would give him rewards, and tilt its thumb, said: Hello! You are so smart! Or Well down, just go on! Listening to the pra

37、ise of the small monkey, the childrens spirits became higher. They would work harder to perform, which made the teaching atmosphere more active, and it also got a good teaching result.2.2 Breaking the boundaries of time and space to shorten the process of perceptionMultimedia teaching helps students

38、 to observe, think, memorize, and promote students ability to the understanding of knowledge of English and intellectual development. Using multimedia technology to show the teaching content is independent of time and space constraints, which can also make the content and object that students will l

39、earn much vivid, concrete and are easy to perceive and understand(Wang,2005:80).It also provides students with favorable conditions. For example, when teaching “It is Warm today?” in Unit 4 in the second term of PEP in Grade 4, teachers can display different weather conditions such as sunny, windy,

40、rainy, snowy and cloudy with multimedia courseware, making the students feel the weather change in a short time, then ask them to talk about the local weather conditions on that day. On next step, teachers show the weather in London, Sydney, New York, Beijing on the same day on the screen, firstly l

41、et the students read these words and secondly watch the screen carefully and say the differences. After a short discussing, some students will find that the weather conditions in the above four cities are different at the same day. Through this form of teaching, it is much helpful and easier for the

42、se primary school students who are lack of geographic knowledge to both memorize the words and understand the weather differences in different areas.2.3 Creating the learning situation to optimize the learning outcomesIn English class, teachers can make full use of multimedia tools to create teachin

43、g situation and stimulate the sensory organs of the primary school students especially those who are restless by nature and can not be sustained to focus on the class. It seems to be difficult to attract their attentions to what they are learning. Multimedia courseware with its brilliant colors, rea

44、listic images and true voice, often attracts most of the students attention, giving them a sense of immersion and greatly increasing the efficiency of the classroom teaching. For example, when teaching “At a Farm” in Unit 6 in the second term of PEP in Grade 4, teachers can record the sounds of cows

45、, sheep, hens and other animals in advance, and then play the tape with these animals voices in the class. At first let the students guess who it is and then imitate the cry of these animals as vivid as they can, of course, according to the orders of the animals appearing on the screen. At last, whe

46、n the screen plays the animal pictures, the tape recorder play the word pronunciation about these corresponding animals at the same time. At the moment, they will enthusiastically shouted cow, sheep, hen and so on, and the whole classroom will burst into moo, bleat, cuckoo and other animal sounds, a

47、nd the voice of reading English words. Accompanied by these voices and the sound of laughter, the entire classroom filled with a pleasant atmosphere. Pictures and sounds stimulate the students sense and enhance their interest in learning. With the combination of sound and image, the blending of lang

48、uage and scenes, students seems to have entered into a real linguistic activity, it received strong teaching effectiveness. Gradually, it enhanced students memorizing ability. In this way, teacher has put the boring language learning into easy appreciative activities.2.4 Dust-free teaching to create

49、 a favorable environment Chalk is an indispensable tool in the traditional teaching. It brings great progress and makes tremendous contribution to education. Meanwhile, it also brings great damage to teachers and students who are engaged in teaching. Related information shows, along with social work

50、 and the acceleration of the pace of life, teachers occupational rate showed an increasing trend and the occupational diseases are diversified. Among these, the most important, serious and extensive occupational diseases in China is pneumoconiosis caused by dust and a variety of acute and chronic re

51、spiratory diseases(Zhang Xu,2008:196). As is known to all, the chalk produced a large number of dusts floating in the air for a long time, which polluted the indoor air seriously and was harmful to the health of teachers and students. And it was also against the modern teaching aids such as slide pr

52、ojectors, projector, computer and other important equipment in the laboratory, affecting their performance and shortening their life. Multimedia completely takes place of the traditional teaching only with chalk, creating a clean teaching environment and reducing the dust pollution, which not only p

53、rotects the classroom environment, but also protects the health of teachers and students.3. The problems of applying multi-media technology in primary school English teaching3.1 Overweighting the audio-visual effect but ignoring verbal communication Media courseware set the sound, image, text and ot

54、her information in one, which can greatly meet the needs of audio-visual and other senses of students and stimulate their interest, especially these primary school students who are at the age of 6 to 12. They are always lively, active and good at imitating. Therefore, many teachers have a large conc

55、entration of voice, image information in the courseware and make full use of them in the classroom. Thus there is little time left for students to practice English in the class, the vibrant atmosphere of speaking English in the past has gradually diminished under the impact of multimedia-assisted te

56、aching. The English classes almost became a display of multimedia courseware (Tao,2004:32). In order to give full play of the advantages of multimedia teaching, some teachers often overlook the students psychological ability, blindly increase the amount of information, ignore that students need time

57、 to accept knowledge. Although presented many materials, it has little help both for achieving teaching goals and for students to understand the teaching contents. Furthermore, a lot of information has nothing to do with the teaching target to become useless information, which not only distracted th

58、e attention of students, but also wasted a valuable learning time for them. Students can do nothing but passively accept what they have learned. Because they have no time to think and digest, knowledge internalization and ability are out of the question, not to mention the ability of language commun

59、ication.3.2 Emphasizing on the demonstration effect but ignoring the role of teachers With a vivid visual, illustrated and virtual reality, multimedia can demonstrate the teaching content in a multi-level, multi-angle way, increase classroom capacity and optimize the teaching process to improve teac

60、hing efficiency ultimately (Hu, 2007:85). Therefore, some teachers will spend a lot of time in making courseware focused on sound, image information processing to strengthen the visual and audio effects. As is known to all, teaching is a kind of interactive activities between teachers and students.

61、Teachers embodied their teaching effects by what their students have learned. In this process, teachers should always pay attention to students and adjust their teaching method at any time according to the students acceptance of feedback including their expression and demeanor (Zhao,2009:247).While

62、multimedia courseware weakened this function, teachers are busy clicking the mouse and completely forgetting what they are doing. During the whole classroom teaching, the students paid their attention entirely on the screen, ignoring the presence of teachers. Students and teachers have no feedback a

63、nd emotional exchange of information. The original humanized dialogue between teachers and students has been replaced by cold media, teachers can only be determined to have the class by preparing materials with poor flexibility and they have no opportunities to show their wisdom.3.3 Seeking the superficial form but ignoring the real effect Form is the external performance of the content and must serve for the content, this is the general law of development of things, and is also a basic principle of teaching(ChenGong