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1、本科畢業(yè)論文淺談運用多媒體輔助小學(xué)英語教學(xué)學(xué)生姓名： 學(xué)生學(xué)號： 院（系）： 外國語學(xué)院 年級專業(yè)： 2003級英語本科班 指導(dǎo)教師： 二七年五月On Application of Multimedia in Primary English TeachingCui Wenjuan Under the Supervision ofTan JieSchool of Foreign Languages and CulturesPanzhihua UniversityMay 2007攀枝花學(xué)院本科畢業(yè)論文 Contents ContentsAbstract.IKey Words I摘要II關(guān)鍵詞.II
2、 Introduction.1I. An Introduction to Multimedia-Assisted Language Teaching.2II. The Theoretical Base of Applying Multimedia in Primary English Teaching.2A. Constructivism Theory.2B. Cognitive Psychology.4III.The Disadvantages of Traditional Primary English Teaching 5A. Classroom as a Stage of Teache
3、rs.5B. Classroom as a Training Center of Students.5C. Classroom as a Stage of Knowledge Instillation6D. Classroom as a Stage of the Same Teaching Mode 6IV. The Advantages of Applying Multimedia in Primary English Teaching6A. The Teaching Features of Multimedia.71. Electronization and Visualization.7
4、 2. Plentiful Expression and Extensive Applicability.73. Advanced Teaching Methods.8B. Application of Multimedia to Remedy the Disadvantages of Traditional Primary English Teaching.8 1. Creating Harmonious Relationship Between Teachers and Students.82.Creating Harmonious Relationship Between Teachin
5、g Materials and Methods.9 3. Creating Student-centered Teaching Mode.10 4. Inspiring Learners Motivation, and Arousing Learners Interest.11C. Other Advantages of Applying Multimedia in Primary English Teaching12 1. In Favor of Development of Students Sentiment.12 2.Application of Multimedia to Stres
6、s Emphasis and Breakthrough Difficulties.13 3. Application of Multimedia to Increase Teaching Content13V. Analyzing from Primary English Teaching Elements.13A. Analyzing from Learners. 13B. Analyzing from Teaching Content.14C. Analyzing from Key Points of Successful English Teaching.14VI. Good Strat
7、egies of Applying Multimedia .15A. Application of Multimedia to Set Scene.151. Intuitional Scene15 2. Story Scene16 3. Life Scene.17B. Application of Multimedia to Organize English Class.181. Application of Multimedia Before Class.182. Application of Multimedia in the Class.183. Application of Multi
8、media After Class.18VII. Main Problems of Multimedia-assisted Primary English Teaching19VIII. Matters Needing Attention in the Application of Multimedia.20Conclusion.21Acknowledgements.22Bibliography.23攀枝花學(xué)院本科畢業(yè)論文 摘要AbstractThe ultimate and permanent goal of English teaching is to enable students to
9、 acquire the ability to communicate in English. However, it is very hard for the English teachers to perform in the common physical classroom. As the information age commenced in the late 20th century, Multimedia-assisted Language Teaching systems have been developed to provide a more advanced mediu
10、m for English teaching. With the development of science and technology, the development of multimedia technology urges the educational reforms. The aim of this thesis is to find disadvantages of traditional primary English teaching and then to analyze the advantages of application of multimedia to a
11、ssist primary English teaching by means of using sounds, pictures, films and flashes.It is true that multimedia has many advantages in teaching, such as saving class time, arousing students interests, offering more information, providing opportunities for real communication, etc. But at the same tim
12、e, based on studying and analyzing large amount of teaching practices and experiences, the author points out some problems that exist in the course of multimedia-assisted English teaching and puts forward some reasonable suggestions.Key WordsMultimedia; primary English teaching; assist; set scene; l
13、earning interests 摘 要英語教學(xué)的遠(yuǎn)期、最終目標(biāo)是逐漸培養(yǎng)學(xué)生英語的交際能力。然而，對于一般的英語教師來說，在常規(guī)教室里面是很難具體操作的。隨著20世紀(jì)信息時代的出現(xiàn)，多媒體輔助英語教學(xué)為英語教學(xué)提供了更為先進(jìn)的媒介?？萍嫉陌l(fā)展推動了現(xiàn)代教學(xué)技術(shù)的發(fā)展，多媒體的出現(xiàn)更促進(jìn)了教學(xué)的改革。本論文從揭示傳統(tǒng)小學(xué)英語教學(xué)的弊端入手，分析多媒體輔助小學(xué)英語教學(xué)利用聲音、圖片、影像和動畫等在全面調(diào)動學(xué)生的學(xué)習(xí)興趣和積極性方面的優(yōu)勢.多媒體在教學(xué)方面的確實有諸多優(yōu)勢，比如節(jié)省課堂時間，激發(fā)學(xué)生興趣，提供更多的信息和交流機(jī)會。但與此同時，作者在大量的實踐和分析基礎(chǔ)上，提出了在運用多媒體輔助英
14、語教學(xué)的過程中存在的一些問題和一些合理建議。關(guān)鍵詞多媒體；小學(xué)英語教學(xué)；輔助；創(chuàng)設(shè)情境；學(xué)習(xí)興趣 II攀枝花學(xué)院本科畢業(yè)論文 IntroductionIntroductionModern educational technology is to develop and use advanced teaching media and then to form better information carriers of teaching, so that the teachers can use it to improve the teaching efficiency of classroom
15、 and to urge the reforms of education. In English teaching, multimedia has profound significance.The main purpose of primary English teaching is to inspire the students interests, to train students pronunciation and intonation, to develop students communicative abilities and to create condition of l
16、earning English. Therefore, in the process of English teaching the teachers task is to set scene, to increase information and to find good methods for teaching. With the development of learning theories and educational technology, application of multimedia is the best way to improve teaching efficie
17、ncy and to push teaching reforms. Nowadays, there are many teachers or people who can not realize the advantages of multimedia so that many teaching aids or tools can not be used sufficiently. Primary English teaching is a basic phase of a learner. In this phase a child starts to form his or her fon
18、dness for English. By the comparison with the traditional primary English teaching, this paper wants to let the teachers and people find the disadvantage of traditional primary English teaching methods and know the usefulness of using multimedia to assist primary English teaching. This paper will gi
19、ve some points for attention of application multimedia so that primary English teachers can get some references from it. This thesis will let the teachers know the multimedia more clearly so that they can use it correctly and effectively.2攀枝花學(xué)院本科畢業(yè)論文 Body IAn Introduction to Multimedia-Assisted Lang
20、uage Teaching With the coming of information age, multimedia has been widely used in many fields. MALT (Multimedia-Assisted Language Teaching), refers to the use of multimedia in teaching or learning of second or foreign language. In 1990s, the multimedia provides a range of informational, communica
21、tive, and publishing tools that are potentially available to every student. Multimedia refers to communication from more than one media source that uses text, audio，graphics，animated graphics，and full-motion video. Multimedia technology-exemplified today by the CD-ROM- allows a variety of media (tex
22、t, graphics, sound, animation, and video) to be accessed on a single machine. It is used in the foreign language teaching as a new technology, while the present foreign language teaching is developing continuously. The characters of multimedia technology will hold an important position, which cant b
23、e superseded in the field of foreign language teaching. It is playing an important role, whose advantages will be more and more obvious day by day. The multimedia resources are all linked together and learners can navigate their own path simply by pointing and clicking a mouse. Thus, multimedia tech
24、nologies, which can provide stimulating, interactive and multisensory experiences to learners, can help teachers improve the quality and the appeal of their instruction. It can reveal the teaching content vividly, widen the students knowledge, expand the information capacity of the teaching effectiv
25、ely, and enhance the teaching efficiency. II. The Theoretical Base of Applying Multimedia in Primary English TeachingA. Constructivism TheoryIn general, constructivists believe that knowledge is individually and socially constructed by learners based on their interpretations of experiences in the wo
26、rld; Reality is constructed rather than discovered; Holistic way of thinking about the nature of learning; Holds that knowledge cannot exist in some complete form outside the learner and be internalized, stored, and reproduced at some later time; Knowledge as an interconnection among ideas; Perceive
27、 a community of learners connecting the personal experiences of each learner to the group and to the culture; The learning process must be concerned with the experiences and contexts that make the student willing and able to learn (readiness); The learning process should be designed to facilitate ex
28、trapolation and / or fill in the gaps (going beyond the information given); Learning in constructivism may be characterized as grasping meaning by the learners own construction, rather than being given to him / her in his / her experiences, according to how his / her understanding is currently organ
29、ized.Huang Hemin, Modern Education Technology M. Cheng du: Sichuan education press, 2003 P100-P120Practice can not live without the guidance of theory. The emphasis of constructivism is placed on the learner or the student rather than the teacher or the instructor. The learner, therefore, constructs
30、 his/her own solutions to problems. Learners autonomy and initiative is accepted and encouraged. When teacher uses multimedia to assist primary English teaching, the teacher will be organizer, helper, director, and promoter. Teachers use the key learning elements, such as: scene cooperation, dialogu
31、e, and so on to inspire students interest and initiative sufficiently. Multimedia becomes cognitive tool of students to learn actively. Multimedia can help students to accomplish the construction of meaning.Constructivism theory holds that learning should be “situated” in realistic setting. The mult
32、imedia capacity engages nearly all of the students senses by combining printed text, graphic imagery, motion video, photographic stills, and audio recordings to create a “virtual” reality of authentic communication and provide learners greater comprehensible input.Therefore, with the rapid developme
33、nt of multi-media and network education, the learning theory of constructivism is showing its stronger and stronger life force and enlarging its influence all over the world.B. Cognitive PsychologyCognitive psychology is a theoretical perspective that focuses on the realms of human perception, thoug
34、ht, and memory. It portrays learners as active processors of information. What learners do to enrich information, in the view of cognitive psychology, determines the level of understanding they ultimately achieve.Under cognitive psychology, it is believed that learning occurred when a learner proces
35、ses information. The input, processing, storage, and retrieval of information are at the heart of learning. The instructor remains the manager of information-input process; but the learner is more active in planning and carrying out his her own learning. Instruction is not something that done to a l
36、earner but rather involves the learner and empowers their internal mental processes.As articulated by Piaget (1969) Huang Hemin, Modern Education Technology M. Cheng du: Sichuan education press, 2003 P50, students learn better when they can invent knowledge through inquiry and experimentation instea
37、d of acquiring facts which are presented by a teacher in class. It is difficult for a teacher to provide this kind of environment for each student in a traditional classroom. Since there is only one teacher for many students, it is physically impossible for the teacher to support each students indiv
38、idual needs. Multimedia computers can help teachers by providing students with a world of interconnected knowledge to explore. The student becomes an active processor of the information, and knowledge is the by-product.Recent researches in cognitive psychology have shed light on the human learning p
39、rocess. Researches proclaim that learners have their own distinctive personalities, motivation, so learning styles and strategies can affect the learning results. Each person is ultimately responsible for his/her own learning and engages his/her own personality in the learning process. Learning take
40、s place only when learners actively construct their own understanding and knowledge through their interaction with the world around them. In a multimedia-assisted classroom, learners can be highly motivated to sustain effort and actively engaged to carry out English learning; they can be in a favora
41、ble psychological state and be willing to join in; and he can learn English through various senses. In this environment students become the center of teaching process. Teachers help the students to build up their confidence, to promote interactivity in learning and communication, to expose the appro
42、priate context of students, and so on.III. The Disadvantages of Traditional Primary English TeachingInformation age has arrived before 21st century. It is leading to a series of stern problems on the traditional primary English teaching we have to face. The disadvantages of traditional primary Engli
43、sh teaching can be summarized as follows.A. Classroom as a Stage of TeachersPrimary English teachers have been the only main body in the class who are controllers, positive knowledge-carriers and knowledge-spreaders while students act as the passive knowledge-receivers. People regard a number of rol
44、es of teachers in the teacher-fronted classroom as controller in eliciting nationality words; as corrector of pronunciation; as organizer in the pair work.B. Classroom as a Training Center of Students In the classroom there is a phenomenon that teachers make books as standard. Students do not have t
45、heir own minds. Teachers and books are regarded as truth. Teachers regard teaching as training. By the boring training there is no change, no passion, and no creation in the classroom. Teachers ask students to have the same behaviors, the same thoughts and words. There is a phenomenon that teacher i
46、s like an emperor; the book is like a law; the students are like slaves.C. Classroom as a Stage of Knowledge InstillationSome teachers regard class-teaching process as process of knowledge points instillation. The learners are accustomed to being passively spoon-fed with grammatical rules and vocabu
47、lary that they have few chances to use. There is little or no room for the learners independent thoughts, as if learning is a straightforward reflection of teachers actions. Consequently, learners often feel disoriented, lose confidence and fail to pinpoint their goals in learning. D. Classroom as a
48、 Stage of the Same Teaching ModeIn the classes of traditional primary, people always see the same teaching behaviors, the same teaching strategies and the same teaching mode. Teachers use a chalk, a book and a blackboard to teach students all the time. Teachers teaching plan is nearly the same and e
49、ven their teaching methods are nearly the same. Teacher is the core of class, but the students are audiences. In the class, the students have no thoughts, no behavior and no opposition. IV. The Advantages of Applying Multimedia in Primary English TeachingLearning is a collaborative process. Students
50、 prefer working with a partner than working alone. The professor Leu (1996) 郭翠蓮. 新英語教學(xué)法M. 廈門：廈門大學(xué)出版社,2002 P53-P56adds that: “Students often learn about complex multimedia environments by showing each other cool things.” Thus, through collaborative technology activities, students benefit from working
51、 with each other. Multimedia has also created a great way to communicate with people in different cultures. For instance, the internet offers a worldwide learning environment which has made communication fast and affordable. Thats why nowadays so many “visual universities” spring up like mushrooms.L
52、earning is an active process. Learning is a natural, integral and ubiquitous part of living; not something handed as a package to somebody else. In todays language classes, the teachers role should shift from “sage on the stage” to “guider on the side,” while students should actively search for and
53、explore answers instead of receiving standard interpretations. Multimedia helps this shifting process for teaches and students. Multimedia provides a stage for the real world where students observe, think, question, organize and test their ideas. Unlike libraries, the multimedia is a living medium t
54、hat offers updated informationenriched by graphic and animationhelps students to solve real life problems.A. The Teaching Features of Multimedia1. Electronization and VisualizationMultimedia is integrative carrier which is combined with sounds, graphic imageries, flashes, and so on. Teaching content
55、 is conveyed by visual and auditory medium. Pictures and letters are all included in the multimedia. Multimedia is abundance in scene, sounds and colors, which can affect sense visually and intuitively, so that learners can understand deeply and clearly. All kinds of realistic materials can be revea
56、led for students by multimedia, and even the boring text book can be changed by using the visual and auditory courseware.2. Plentiful Expression and Extensive ApplicabilityModern multimedia has abundant expression, so it can not be restricted by time and space. Multimedia can use lights, sounds, col
57、ors and shapes to represent optical, time, and kinetic features from all angles. Multimedia can change the things which refer to the teaching materials between big and small, between quick and slow, between near and far and even between virtual and real. Teachers can use multimedia to arouse student
58、s interests about objective phenomenon and shifty process. By this method teachers can make students observe the content carefully. From outer space to ocean, from ancient age to modern time, from nature to society, from China to the world many things can be displayed by multimedia. Multimedia can b
59、e used in social education, school education, family education, collective education, singular education, physical education, and so on.3. Advanced Teaching Methods In traditional teaching, teaching aids are text books, tapes and some pictures. In this case students cannot understand knowledge deepl
60、y, but multimedia can break though the limitation of teachers knowledge to collect many excellent teaching materials, and then to make visual and auditory teaching stuff. Multimedia can let teachers get many ideas and experiences from other excellent teachers to perfect their opinions. Teachers can finish a class vividly and effectively by appl
英語本科畢業(yè)論文-淺談運用多媒體輔助小學(xué)英語教學(xué).doc
