a study on the side-effects of multimedia application in middle school english teaching【畢業(yè)論文】

1、<p>　　本科畢業(yè)論文(設(shè)計(jì))</p><p>　題 目：The Embodiment of Contradiction: An Analysis on Madame Defarge in A Tale of Two Cities</p><p>　學(xué) 院：</p><p>　學(xué)生姓名：</p><p>　專(zhuān) 業(yè)

2、：英語(yǔ)</p><p>　班 級(jí)：</p><p>　指導(dǎo)教師：</p><p>　起止日期：</p><p><b>　　Contents</b></p><p><b>　　摘要</b></p><p>　　隨著計(jì)算機(jī)網(wǎng)絡(luò)與信息技術(shù)的發(fā)展，多

3、媒體教學(xué)逐漸取代了傳統(tǒng)的教學(xué)方式，成為當(dāng)今教學(xué)的主要授課方式。多媒體教學(xué)是指教師利用計(jì)算機(jī)將豐富的文字、聲音、圖片、動(dòng)畫(huà)、影像等多種媒體綜合起來(lái)輔助教學(xué)，實(shí)現(xiàn)教學(xué)目標(biāo)的教學(xué)方法。然而在多媒體教學(xué)不斷發(fā)展的過(guò)程中，許多問(wèn)題一一突顯出來(lái)。因此，近一步改善多媒體教學(xué)的負(fù)面影響，提高初中英語(yǔ)課堂多媒體教學(xué)的質(zhì)量已刻不容緩。</p><p>　　本文主要圍繞初中英語(yǔ)多媒體教學(xué)展開(kāi)，首先給出了多媒體教學(xué)的定義，介紹了多媒體教

4、學(xué)的主要特點(diǎn)，并且簡(jiǎn)單闡述了多媒體教學(xué)的發(fā)展階段。接著分析了初中課堂英語(yǔ)多媒體教學(xué)中存在的主要問(wèn)題。最后，從教師角度出發(fā)詳細(xì)闡述，如何改善多媒體在初中課堂英語(yǔ)教學(xué)的負(fù)影響。希望初中英語(yǔ)教師通過(guò)對(duì)本文的閱讀，提高英語(yǔ)課堂多媒體教學(xué)的效率。</p><p>　　[關(guān)鍵字]：多媒體教學(xué)；初中英語(yǔ)教學(xué)；負(fù)影響</p><p><b>　　Abstract</b></p&

5、gt;<p>　　With the development of computer network and information technology, multimedia teaching has gradually replaced the traditional teaching mode and become a main teaching mode. Multimedia teaching refers to

6、 a teaching method adopted by teachers with the application of multimedia to promote students’ interest to lead them to focus, and to grasp the teaching contents. However, in the constant development of multimedia teachi

7、ng, many problems appear. Therefore, it is urgent to combat the side effects</p><p>　　This thesis focuses on the multimedia assisted English teaching in middle school. Firstly, it presents the definition and

8、 features of multimedia assisted teaching as well as a brief introduction to its development. Then it points out the main side effects existing in the multimedia assisted English teaching in middle school. At last, it pr

9、esents the proposals to decrease the side effects of multimedia assisted English teaching in middle school from the teachers’ point. The paper puts forward som</p><p>　　[Key Words] multimedia assisted teachi

10、ng; junior middle school English teaching; side effects</p><p>　　A Study on the Side-effects of Multimedia Application in Middle School English Teaching</p><p>　　Introduction</p><p>

11、;　　The 21st century is an age of information and technology. The rapid development of technology, in particular the computer-based technology has exerted a great impact on the process of English teaching and learning. In

12、 the last three decades, the application of multimedia in teaching has progressed by leaps and bounds. Multimedia teaching refers to a teaching method adopted by teachers with the application of multimedia to promote stu

13、dents’ interest to lead them to focus, and to grasp the teachin</p><p>　　However, multimedia teaching has its own defects just like every teaching model. The overheating phenomenon of the application of mult

14、imedia in English teaching has captured attention and concern for the demerits of this method. In the practice of multimedia teaching, many problems appear, impacting side-effects on teaching activity and lowering the ef

15、ficiency. For instance, some teachers put all teaching contents into courseware and lay excessively stress on the beauty of the courseware, result</p><p>　　Though there have been many linguists and scholars

16、making researches on the side-effects of multimedia teaching at college level, they seldom systematically explore the multimedia teaching of English in middle schools. This essay is going to make an effort to pick out th

17、e demerits and disadvantages of this method and by analyzing the causes, work out some strategies to bring the multimedia teaching into the best effect.</p><p>　　1. Introduction to Multimedia Assisted Teachi

18、ng</p><p>　　Definition and Features of Multimedia Assisted Teaching </p><p>　　Multimedia is the latest form of technology, which allows information to be relayed by two or more media in a multi-

19、textural environment by using texts, graphs, sound, animation and video. Hence, it is capable of producing an output that appeals to the different senses. So Smith and Woody ( 2000: 221) define multimedia as “the use of

20、both visual aids and verbal descriptions to illustrate concepts”.</p><p>　　When the multimedia is applied to class teaching, such activity is called multimedia assisted teaching. Zhu Jingxi (2010:7) defines

21、it as a teaching method adopted by teachers with the application of multimedia to promote students’ interest to lead them to focus, and to grasp the teaching contents. In the point view of Zhou (2004) multimedia teaching

22、 is an integral concept of teaching activity assisted by computer technology, multimedia technology under the guidance of modern teaching methodolog</p><p>　　Compared to the traditional teaching methods, mul

23、timedia assisted teaching has its own distinctive features. The first one is intuitional performance. Multimedia can provide vivid pictures, sounds and video to present learners the direct impression. For instance, some

24、experiments which can not be done in the real world can be easily achieved on the computer. Teachers can also use multimedia to explain some abstract concepts which in the context of traditional mode are difficult to be

25、explained c</p><p>　　The Development of Multimedia Assisted Teaching</p><p>　　In the 1960s, the United States began to research and develop the computer assisted teaching system, which is the fi

26、rst application of multimedia in English teaching. While in our country the research of CALL (Computer Assisted Language Learning) started late. After nearly half a century of development, the multimedia teaching and net

27、work information technology are inseparable.</p><p>　　Mudge (1999) divides multimedia applied in English teaching into four stages. The original stage can date back to the 1950s when phonograph, broadcast, m

28、ovie, tape recorder and other single media were applied in foreign language teaching by only a few foreign language institutes. During that period, audio and video were once considered a significant revolution to foreign

29、 languages teaching. Following in the 70s and 80s, experts began to work on the software based on the personal computer. As the</p><p>　　According to Warschauer (1997) the development of CALL can be divided

30、into three stages: behaviorist CALL, communicative CALL, and integrative CALL. Behaviorist CALL applied in 1960s and 1970s was based on the theory of behaviorist learning and constructive linguistics. Computer provided a

31、 plenty of language drills for learners and gave back answers, acting as a mechanical tutor. Following in the late 70s and early 80s, with the development of communicative teaching method and widespread of PC (</p>

32、<p>　　2. Side Effects Existing in Multimedia Assisted English Teaching in Middle School</p><p>　　2.1 The Two Main Side Effects Existing in Middle School</p><p>　　The multimedia teaching r

33、equires that teachers with application of media and resources should design their teaching plan scientifically as well as construct the classroom activities rationally according to the goals and the characteristics of th

34、e teaching objects. So, teachers need to observe students’ performance and communicate with students. However, the benefits of multimedia assisted teaching have not been fully appreciated in middle school English teachin

35、g, and there exist two main problem</p><p>　　2.1.1 A New E-version of the Old Spoon-feeding Education</p><p>　　Once traditional English teaching methods are mentioned, some words such as chalk,

36、blackboard, spoon-feeding are recalled. All of those words expose the defects of traditional teaching methods, namely, students are passive recipients of too much information and their central position is ignored. Theref

37、ore, it is of great significance that the newly published curriculum standard put students back in the central position. Teachers only function as facilitators and guiders. However, the practice of</p><p>　　

38、According to the questionnaire for the student, some of them think that some coursewares are too colorful to focus their attention on the real important things, and are often played at such a fast speed that they can har

39、dly take notes. For some teachers, contents of multimedia teaching are so vast that all class time is used to display the contents of the courseware without proper interpretation. Students in the class are just like watc

40、hing movies rather than take an active part in the class act</p><p>　　2.1.2 Less Communication and Interaction between Teachers and Students</p><p>　　Zhu Jingxi (2010) points out in his book Mul

41、timedia Assisted Teaching Strategy that there is less face-to-face communication between teachers and students in the process of multimedia English teaching compared to the traditional model. However, face-to-face commun

42、ication and interaction play a very important role in the class activity. The exchange of English among students in the class itself is the process for them to learn, to practice what they have just learned, to strengthe

43、n the ability of</p><p>　　Multimedia teaching often provides teachers with very comfortable teaching environment, which leads to the negative phenomenon where many teachers throw away the blackboard and chal

44、k, just sit in a comfortable chair, staring at the screen and clicking a mouse button to complete the teaching contents. Few eye contact and verbal communication make teachers unable to judge the effect of the lecture th

45、rough the students’ expressions. On the other hand, students can not see any body language of teach</p><p>　　2.2 Causes of the Side-effects of Multimedia Assisted Teaching </p><p>　　If the targe

46、t is to improve the effects of multimedia assisted teaching in middle school English classroom, the deep-buried causes of the existing problems must be dig out and eliminated. As far as the author can see, there are thre

47、e main probable causes.</p><p>　　The first cause is the false comprehension held by a considerable group of teachers. They hold the view that the use of multimedia teaching is to realize the modernization of

48、 teaching technology. Many teachers have the thought that using multimedia devices which make the courseware displayed easily can reach the effect of improving teaching quality, and realize the modernization of teaching

49、technology. With such opinion, they make multimedia courseware only for the purpose of catering to the “ne</p><p>　　The second one is the ignorance of advanced teaching concept. The changes of multimedia tea

50、ching compared with traditional teaching are only the environment and the way of preparation for class. The realization of multimedia teaching technological modernization should not only have the hardware conditions, but

51、 more importantly is teachers’ advanced teaching concept, experience and methods. As Zhou (2004) said, the core of teaching was the teaching methods whenever the education takes place. In t</p><p>　　However,

52、 with the adoption of multimedia, some teachers fail to take the cognitive characteristics of students, teaching pedagogy into consideration, ignoring students’ central station. According to the statistics collected from

53、 the survey, 61.7% of the teachers think they make preparation carefully regarding to the quality of courseware while the rest 38.9% of them do not think so. Some teachers even do not make courseware by themselves. They

54、 download coursewares from Internet or copy them fro</p><p>　　The third cause is the inadequate knowledge of multimedia. Teachers who use multimedia to teach ought to master the technology of multimedia devi

55、ce, and study the characteristics of multimedia according to the teaching needs. But there is still a large number of teachers do not meet this requirement. In the above mentioned survey, nearly 45 percent of students he

56、ld the view that their teachers are well equipped with the knowledge of multimedia, and know how to put multimedia into use in classroo</p><p>　　3. Measures and Suggestions for the Improvement of Multimedia

57、Assisted English Teaching in Middle School</p><p>　　Although multimedia can take the place of some teacher functions, it can not totally replace teachers. So what should teachers do to improve the quality of

58、 teaching activity in the multimedia assisted English classroom and what are the standards for a qualified teacher？</p><p>　　3.1 A Better Understanding of Multimedia Assisted English Teaching </p><

59、;p>　　First and foremost, an instructor should change their ideas of using multimedia teaching. Teachers are not initiators and inculcator of knowledge but are helpers and promoters of students’ significant constructio

60、n. They also act as learning environment designer and students’ collaborators. In the process of teaching, teachers need to create as real learning environment for students as possible, show students learning situation t

61、hat is similar to the difficulties in the real life. However, accord</p><p>　　First of all, teachers must be clear that multimedia in classroom is not the “l(fā)eading role”, neither the only means of classroom

62、teaching. It is teachers and students that are the most important elements. The modern teaching technology is not to deny the traditional teaching, but to bring the multimedia courseware into the proper use for teaching

63、according to the need of teaching content. Class to a large extend depends on teachers’ explanation rather than multimedia which is only a means to dis</p><p>　　Teachers need to keep another point in mind. S

64、tudents’ construction is related to the cognitive development. The learning body in different stages of age have the different capacity of accepting knowledge. Thus the amount and content of coursware need to match the c

65、ognitive level. The multimedia teaching is famous for its large capacity, beautiful pictures and easiness of operating. However if pictures are switched so fast that it is beyond students’ thinking level and thinking spe

66、ed, students w</p><p>　　The role of Multimedia in the teaching activity is only the teaching tool. Multimedia teaching is not all of teaching but is the further improvement and development of traditional tea

67、ching means. It is not suitable for and can not be applied to every class and every subject. As American scholar Klak ( qtd. In Zheng, Xian, Lin, 2009: 101) in his study said, it is method rather than media that plays a

68、leading role in teaching and learning activity. The media does no good to learning in the way as </p><p>　　3.2 Changing and Updating Teaching Concept</p><p>　　A teacher’s teaching concept is alw

69、ays reflected on teaching methods and models. From this point, they should change their teaching concept first if they want to change their teaching models or teaching methods. However, what measures should teachers take

70、 to solve the issues? In fact, the scholars and educationists at home and abroad have done some researches on this issue in the recent decade. Johnstone, J. & Milne, L. Scaffolding (2004) points out the teachers shou

71、ld keep step to learn about t</p><p>　　According to the advanced multimedia assisted English teaching, the courseware applied in the class should meet the following four features: 1. Well designed performanc

72、es and clear target which means the courseware should have specific educational purpose and task and teachers ought to adopt suitable teaching methods when using multimedia to assist English teaching. Diffenent teaching

73、targets require different methods (Xu Zhijian, 2010: 43). Multimedia can not be used in every class. For instanc</p><p>　　3.3 Strengthening Communication and Interaction during Multimedia Assisted English Te

74、aching</p><p>　　Zhou (2004) emphasized that teachers play an important role in both technology-enhanced teaching and traditional teaching classrooms. The most important factor for class effectiveness is teac

75、hers’ quality. No matter how powerful the modern education technology is, it is only a kind of technology. Generally speaking, teachers are expected to plan lessons that include the content of the lesson, the objective o

76、f the class, the methodology he or she uses, as well as the selection of the complementar</p><p>　　3.3.1 Avoiding the Domination of Courseware</p><p>　　Multimedia assisted teaching can arose stu

77、dents’ interest, and make class more efficient by adding more contents to the courseware. But the over dependence on the multimedia will decrease the effect. Therefore, it is of necessity for teachers to avoid this probl

78、em. How can teachers make it? Students, books and models should be taken into consideration when teachers prepare for the class. The contents of courseware are especially important, because it is connected to the whole t

79、eaching activity. </p><p>　　1. Lead-in stage. In this stage, teachers help students review the contents of last class, and carry out new activity linking the old and new knowledge. According to the instructi

80、on features, the type of courseware is usually easy to exhibit contents. All students’ attention should be focused on the screen. So the key learning points are the most important contents, and the courseware should not

81、be too beautiful to distract their attention.</p><p>　　2. Presentation stage. This is the most important stage among the four, for new knowledge is presented and transferred to students on this stage. The te

82、achers’ guide can influence directly students’ acceptation of new knowledge. So, teachers can use different colors, pictures, texts, graphs, sound, animation and video to highlight different contents. </p><p&g

83、t;　　3. Practice stage. Teachers ought to design plenty of drills and practice with the help of multimedia for students to listen, speak, read and write so that they can develop the comprehensive skill.</p><p&g

84、t;　　4. Production stage. The activities carried out can examine students’ understanding of new knowledge and their application skill. So the courseware should provide chances for students to communicate and exchange thei

85、r ideas.</p><p>　　3.3.2 Coordinating the Relationship Among Teachers, Students and Multimedia</p><p>　　Language is a tool of communication between people and English is a learning language which

86、 needs teachers’ presence and guidance. Because teacher can guide the thinking of the overall English study. Nunan (1991) points out “teachers’ discourse in the classroom is very important to the organization of class an

87、d the students’ language acquisition.” This is not only because the teaching content can not reach perfect level without discourse, but also because it itself also plays exemplary role of t</p><p>　　What’s m

88、ore teachers’ activity itself has the demonstration of performance. It exerts a subtle influence on students’ cognition and emotion in the whole teaching interaction process. In addition to teachers’ ability and knowledg

89、e at class, the faith, personality, temperament and implicit charm also play a very important role. So the teachers should set up such consciousness that even if the multimedia is assisted during the teaching activity, i

90、t is of necessity for teachers to stand on the platf</p><p>　　Conclusion</p><p>　　Multimedia English teaching is a recent technique with both strengths and weaknesses. It can stimulate students’

91、 different senses to arose their interest and lead them to focus. Besides, teachers can use multimedia to create real-life situations. Those situations can help students understand new knowledge easily, especially the ab

92、stract concepts. However, because of teachers’ lack of related multimedia knowledge and advanced teaching concepts, the effects of multimedia assisted teaching are not </p><p>　　Because of the author’s limit

93、ed knowledge, as well as research experience, this thesis has limitation in many aspects. At this beginning stage, there is still much to do in both the teaching practice and the study of theory. Through this thesis, it

94、is the sincere hope of the author that teachers of English in middle school may attach greater importance to multimedia assisted teaching and find more ways to improve students’ English competence.</p><p>　　

95、Appendix: 關(guān)于初中英語(yǔ)多媒體教學(xué)現(xiàn)狀的調(diào)查</p><p><b>　?。ń處焼?wèn)卷）</b></p><p>　　為了了解初中英語(yǔ)多媒體教學(xué)的現(xiàn)狀，發(fā)現(xiàn)教學(xué)中的問(wèn)題與不足，為教師提供改善教學(xué)的建議，提高初中英語(yǔ)教學(xué)效率，現(xiàn)開(kāi)展此項(xiàng)關(guān)于多媒體教學(xué)的調(diào)查研究。請(qǐng)您仔細(xì)閱讀以下每個(gè)題目，在最貼切的選項(xiàng)上劃√。</p>

96、<p>　　在此謝謝您的積極配合！</p><p>　　1. 您對(duì)“多媒體教學(xué)可以節(jié)省大量時(shí)間，提供更新更多的知識(shí)”有何看法？</p><p>　　1. 非常同意 2. 比較同意 3. 一般 4. 不太同意 5. 非常不同意</p><p>　　2. 您對(duì)“多媒體教學(xué)節(jié)奏快，學(xué)生不能記下重點(diǎn)內(nèi)容”有何看法？</p>&

97、lt;p>　　1. 非常同意 2. 比較同意 3. 一般 4. 不太同意 5. 非常不同意</p><p>　　3. 您對(duì)“多媒體教學(xué)只會(huì)增加老師的惰性，導(dǎo)致“電灌”有何看法？</p><p>　　1. 非常同意 2. 比較同意 3. 一般 4. 不太同意 5. 非常不同意</p><p>　　4. 您對(duì)“多媒體

98、教學(xué)只是傳統(tǒng)的填鴨式教學(xué)的電子版”有何看法？</p><p>　　1. 非常同意 2. 比較同意 3. 一般 4. 不太同意 5. 非常不同意</p><p>　　5. 您對(duì)“多媒體教學(xué)使師生之間的交流減少，人際對(duì)話變成人機(jī)對(duì)話”有何看法？</p><p>　　1. 非常同意 2. 比較同意 3. 一般 4. 不太同意