application of multimedia to english teaching in middle schools 多媒體在中學英語中的應(yīng)用

1、<p>　　Application of Multimedia to English Teaching in Middle Schools</p><p><b>　　Abstract</b></p><p>　　With the development of society and economy, more and more talents capabl

2、e of mastering English are badly needed in the world. Under the influence of traditional English teaching mode, most English learners can only read and write. They are usually called “deaf-mutes”. Therefore, traditional

3、English teaching mode is greatly challenged. With the continuous development of modern technology, multimedia is applied to teaching more and more widely. This is of special significance to English teaching.</p>&

4、lt;p>　　This article mainly aims at analyzing the importance of using multimedia in the English classroom in middle schools. At the same time, this paper provides some attentions in application of multimedia so that mi

5、ddle schools’ English teachers can get some references from it. What is more, with the development of modern education, the paper makes a study about how to build up a better language teaching environment supported by th

6、e aids of multimedia.</p><p>　　Key words：traditional English teaching; multimedia in English teaching; middle school English teaching</p><p><b>　　摘 要</b></p><p>　　隨著社會和經(jīng)

7、濟的發(fā)展，世界對于英語人才的需求越來越大，而且所要求的水平也越來越高。而在傳統(tǒng)的外語教學模式下所培養(yǎng)出來的人大都只會讀與寫,這樣的英語被稱作“啞巴英語”。因此，傳統(tǒng)的英語教學模式受到挑戰(zhàn)。隨著現(xiàn)代科學技術(shù)的不斷進步，多媒體被越來越廣泛的應(yīng)用于教學，而對于英語教學而言，多媒體具有尤為重要的意義。</p><p>　　這篇文章主要是論述多媒體在中學英語教學中的重要性。同時，這篇文章列出了使用多媒體應(yīng)該注意的問題，目的

8、是給老師以參考。除此之外，隨著現(xiàn)代教育的發(fā)展，這篇文章就怎樣利用多媒體更好的建立一個語言學習環(huán)境做了進一步的研究。</p><p>　　關(guān)鍵詞：傳統(tǒng)的英語教學;多媒體英語教學；中學英語教學</p><p>　　Ⅰ. Introduction</p><p>　　It is well known that English is the most widely used

9、 language in the world. Because of the globalization, the English language is taught as the foreign language or the second language in most of the non-English-speaking countries all over the world. However, English teach

10、ing in non-English-speaking countries faces many troubles. A large number of students could not be activated in English learning. Many students, especially students in middle schools, lose their interests at the most sig

11、nifican</p><p>　　To the students, interest will directly affect their study effect. The representative of Cognitive psychology J.S.Bruner believed that the best stimulus for learning is the interest to the t

12、eaching materials. Therefore, the teaching aid is unavoidable in English teaching. Human’s understanding is from vivid direct viewing to the abstract thought, and then from abstract thought to practice, therefore, teachi

13、ng must strengthen the image to direct viewing. If the teachers use the teaching aids appr</p><p>　　With the multimedia technology, teachers can make the classroom instruction vivid and lovely. Through multi

14、media teachers can make a better educational product by putting characters, charts, sounds, cartoons, images, etc. together. In English class in middle school, when teachers use this kind of scene, it can greatly increas

15、e the students’ interest and improve their ability to accept new things. </p><p>　?、? Advantages of application of multimedia in middle school English teaching </p><p>　　2.1 Definition of multim

16、edia teaching</p><p>　　Multimedia teaching is the methods to combine teaching with the use of modern computer network technology, graphics, text processing, animation, audio, and other media. Use the organic

17、 combination of them to achieve the purpose of efficient teaching. It is a new-developing mode. The multimedia can overcome the disadvantages in traditional classroom so that students can achieve the best result of learn

18、ing in a variety of media information. In addition, the multimedia teaching is the main model in</p><p>　　2.2 Necessity for the application of multimedia English teaching</p><p>　　Nowadays, comp

19、uters are most popular among students not only because they are associated with fun and games but also because using them is considered to be fashionable. On the one hand，the ability to use computers is a must for studen

20、ts. Students’ motivation is therefore increased, when a variety of interesting, challenging activities are offered, it makes them feel more independent and highly excited. On the other hand, it has the potential of helpi

21、ng students build self-instruction strategies,</p><p>　　2.2.1 Arousing student’s interest in learning</p><p>　　The basic element for English teaching is the interest of students. We, the future

22、 teachers must design teaching process with the considering how to arouse the students’ interest for the English study. Namely, there are three ways to arouse students’ interest.</p><p>　　First of all, in th

23、e middle school, we usually use pictures or drawings to present the new words according to the actual situation in the English class. It is better for students to study if we change pictures to the dynamic teaching. The

24、dynamic thing can bring the students to the English study more easily than the traditional way to arouse students’ interest for study. The multimedia English teaching can establish a vivid teaching situation for the Engl

25、ish teaching. It can stimulate the studen</p><p>　　Secondly, there are some difficult points in English study. It is hard for the students to understand some difficult English tenses. To overcome the difficu

26、lties, we can use the multimedia to make it easy to understand and raise the interest so that it can show the superiority in the English class. The multimedia can imitate and change abstract to images. It can be combined

27、 with the words, pictures, images, voice and animation and bring the students to the active, interesting, and colorful teach</p><p>　　What’s more, the assignment of the English curriculum in the English educ

28、ation stage is that stimulating and training the students’ interest to study, making the students confident, cultivating the good habit and effective study strategy for English study. So, the training of interest in the

29、English class is very important. The characteristic of the multimedia teaching is the combination of pictures, words, voices and images. It can show the various and perceptual materials, vivid pictures, stan</p>&

30、lt;p>　　In conclusion, the application of the multimedia helps to excite students’ interest in learning. Making full use of multimedia technology can show some new words, stereos, and dialogues, which can make students

31、 to put themselves in the environment of the language, and experience actual application of English. Thus, it can excite students’ interest in learning English. They are learning something while playing. The teacher can

32、accomplish the task of teaching easily and it is easy for students to </p><p>　　2.2.2 Making the abstract goods picturesque</p><p>　　The application of multimedia can design abstract words, sent

33、ence patterns, and passages into a scene by putting them together through cartoons and videos. It can make the learning process active with excellent pictures, texts, cartoons, and videos. Thus it makes students know Eng

34、lish perceptually. Meanwhile, teachers can take advantage of the acoustics of the multimedia to strengthen the notice of students without purpose. </p><p>　　For example, while teaching the differences betwee

35、n general present tense and present progressive tense, it is very uninteresting that the teacher teaches grammars with the language and writing on the blackboard directly, and it is also difficult to memorize. Then we ca

36、n make some multimedia courseware at this moment, by using a large number of colorful pictures, and vivid pictures to state the differences between them. And teachers can also let students make sentences or do exercises

37、according </p><p>　　When teachers find it is difficult to explain some phrases such as plane, tulip, shark, storm, they can use pictures of the true things and deeds. When students can not understand English

38、 customs, teachers can play videos or films of the daily life or festival celebration in the local places.</p><p>　　2.2.3 Remedying the disadvantages of traditional English teaching </p><p>　　In

39、 educational researches, researchers found that multimedia is a good assistant to change traditional English teaching methods. Namely, there are two ways to remedy the disadvantages of traditional English teaching and th

40、ey are as follows.</p><p>　　First of all, create harmonious relationship between teachers and students. Teachers and students are the two principal factors in teaching process. It is teachers’ teaching and s

41、tudents’ studying that form the process of teaching. In modern teaching theory, the relation between teachers and students are stressed, especially the development of initiative for students, which is believed to be help

42、ful for improving class teaching efficiency. In primary English teaching, teachers apply multimedia t</p><p>　　And then, create harmonious relationship between teaching materials and methods. In the progress

43、 of teaching preparations, teachers should firstly try to understand and analyze the teaching outline and materials to ascertain teaching aims and teaching difficulties, and then to choose the most appropriate teaching m

44、ethod. The teaching aims include knowledge aims, competence aims and sensibility aims. Take English in detail, knowledge aims refer to the relevant language knowledge like phonetics, v</p><p>　　In short, mul

45、timedia provides the extremely advantageous physical condition for English teaching, and provides the brand-new teaching methods for us to overcome the traditional teaching’s shortcomings. It transforms the abstract, ari

46、d content into the visual.</p><p>　?、? The current situation of application of multimedia in middle school English teaching</p><p>　　3.1 Insufficient interaction between teachers and students<

47、;/p><p>　　When teachers use the multimedia in English class, the interaction between teachers and students is not enough, resulting in a lifeless class. Teachers spend a lot of energy and time to do a set of co

48、urseware instead of good design of a class. Communication between teachers and students is skipped, because teachers are busy watching screens and clicking the mouse, and students are busy taking notes. The lack of inter

49、action between teachers and students makes this class rather boring and seriousl</p><p>　　3.2 Over gorgeous courseware</p><p>　　It is most likely to occur when we are using multimedia that the c

50、ourseware is too gorgeous, so it draws too much attention. In class, students indulge in the sweet voice, brilliant images, exiting music and eye- catching animation. After the class, if you ask them how about the class,

51、 they will tell you, "It's cool!" And then you ask them something about the content, they may say, "What? I miss it." Obviously, students’ attention is attracted to the performance of the novel fo

52、rm, but the most i</p><p>　　3.3 Too many direct language teaching points</p><p>　　Too much direct language points teaching causes the students have little time to think, but busy taking notes. I

53、n fact, in most cases, they are unable to catch the notes at all, let alone digest and absorb it. Students all feel tired after such a class. Such multimedia teaching is clearly not qualified enough to be extended. In En

54、glish teaching, some teachers adopt multimedia teaching method without exception no matter what the teaching knowledge is. They haven’t realized that multimedia teachin</p><p>　?、? Suggestions to improve the

55、 quality of multimedia English teaching in middle schools</p><p>　　4.1 Building a scientific classroom teaching mode</p><p>　　The change of the role of the teacher is conditional by the developm

56、ent and implementation of new technology in the classroom. Once the computers are found， the classroom environment should be changed. This brings dimension to the role of the teacher, that of a facilitator and a manager

57、. The classroom becomes a multidimensional environment. It is difficult for the teachers to manage this multidimensional environment. It is essential for them to make the students able to use the computer and at </p&g

58、t;<p>　　4.2 Designing practical multimedia courseware</p><p>　　The computer can provide mail and news, PowerPoint, pictures, radios, animation, and so on. While the change of teaching ideas couldn’t b

59、e finished in one day, some teachers are impercipient to the courseware. Influenced by the traditional habits and ideas, they use old bottles for new wine and put all the study material into the courseware. So their cour

60、ses lack persuasion and the qualities. Many young teachers can use them by training or self-study. They are lecturers or bachelors and they hav</p><p>　　All the above restrict the multimedia teaching method

61、from becoming popular in English teaching. Making a well-designed multimedia courseware is a difficult task to teachers, both technically and financially. It needs teachers’ appropriate use of all different kinds of medi

62、a in proper situation according to the teaching content, reasonable teaching organization and sufficient plan. A good multimedia courseware costs teachers’ a lot of energy to design script, collect materials and flexibly

63、 selec</p><p>　　4.3 Choosing the proper media form according to the teaching points</p><p>　　Multi-teaching methods and a variety of teaching forms can be combined together. Although the multi-m

64、edia teaching has many advantages, it is not a panacea. Not all the courses and all the contents are suitable for multimedia teaching, for example, some logical courses like chemistry reaction with the main study object

65、of reasoning. It is difficult to imagine the consequences of teaching with the courseware.</p><p>　　So there is some misunderstanding of multimedia technology to some teachers, that it must be superior to ot

66、her forms of teaching, In fact, multi-media teaching in many ways, still can not replace traditional teaching methods, like some proof of the theorem and explain of examples. For example, in an English teaching material,

67、 it intends to let students find out the dining etiquette on the banquet in western culture, and compare the differences on the banquet between China and western countries. </p><p>　　Teachers should choose t

68、he proper media form according to the content. For example, in Unit 14 I Have A Dream. In order to deepen students' understanding of the Martin Luther King and his speech "I Have A Dream", teacher can downl

69、oad the speech’s video on the Internet. By looking at the video, not only deeper their understanding of the text content and Martin Luther King, but also improve the ability of listening and speaking.Therefore, the effic

70、ient use of multimedia in class can stimulate the </p><p>　　4.4 Defining application of multimedia in English classes according to students’ requirements</p><p>　　Media deals with the culture an

71、d lifestyle of students. They enjoy thinking and talking about what is going on in the media. For teachers, it is opportunities to have students examine how they are influencing and being influenced by popular culture. T

72、eachers should devote themselves to making a study about how to build up a better language teaching environment which is supported by aids of multimedia technique. Years of teaching practice makes teachers realize that t

73、he good use of the multimedia</p><p>　　We should make best use of the multimedia’s advantages and bypass its disadvantages. Of course it can’t replace all other teaching methods but we can apply several meth

74、ods together in one class. Only under the background of quality education can we use advanced educational theory. And we can fulfill the target of English teaching by utilizing modern education technology reasonably. Aft

75、er finding out their learning interest，ability, habits, and future development, the middle school English teache</p><p>　　The multimedia design process that the teachers undertake to create their multimedia

76、English teaching are as follows: </p><p>　　Firstly, the teachers and designers should plan their project. Here the teachers and courseware designers should set the topics that are of

77、interest to the middle school students and select the one that everyone would like so that they can get the teaching goals and process. </p><p>　　Secondly, the teachers and designers should do so

78、me research. The groups then develop their conceptual courseware and carried out research activities such as interviews and information gathering on their topics among the middle school students.

79、 </p><p>　　Thirdly, the teachers and designers should develop digital media content. After collecting the necessary data，the groups would then decide on which combination of media elements (text，graphics，

80、sound，video，animation) to use and can best convey their data and set about creating those elements. Many of them would utilize multimedia helper applications such as Adobe Photoshop，Premier and Macromedia Flash to create

81、 these digital media elements. For materials that came from analogue sources，such a VHS</p><p>　　Fourthly, in English class teaching, the teachers should keep in mind and carry out that the multimedia is an

82、aid to teaching not the main role. The teaching process should act out in harmony with the students’ needs, likes, and reactions.</p><p>　　Ⅴ. Conclusion</p><p>　　All in all, the advantages and d

83、isadvantages in the use of multimedia are always being argued. It seems urgent and necessary to evaluate this new teaching mode. The age of information and globalization is coming, China is in need of large quantities of

84、 graduates with high English’ proficiency. It is highly recommended that a new teaching mode based on multimedia and computer networks be implemented considering the increasing number of students and limitation of availa

85、ble educational resources, s</p><p>　　By using various kinds of Media in the classroom, we can enhance students’ understanding. What is more, compared with other teaching methods, the multimedia English teac

86、hing has its incomparable superiority. It can be used to support an English teacher as a common teaching method and improve the efficiency in English teaching. Also it can make the learning process much easier. With the

87、extensive application of multimedia, the teacher should improve the level of the operation of the multimedia te</p><p>　　In the future, with the lapse of time, the development of multimedia teaching will bec

88、ome better to serve the English teaching. This new teaching method will receive a very positive result and enable students in the class to develop skills that will make them in an active position in learning.</p>

89、<p>　　Bibliography</p><p>　　S.M.Alesss＆S.R.Trollip Computer—based instruction: methods and Development New jersey: Prentice Hall，2000．</p><p>　　J.S. Bruner The Process of Education. America

90、n Harvard Press 1963</p><p>　　Michae Levy Computer—assisted language learning．Oxford: Clarendon Paperbacks，2002．</p><p>　　郭芳，關(guān)于中小學信息技術(shù)教材的設(shè)計理念[J]．《中小學電教》，2002年4月．</p><p>　　胡壯麟，關(guān)于語言理論

91、觀點與計算機教學的應(yīng)用的研究，《語言學教程》Chapter 10第三版 2009年7月</p><p>　　劉麗燕，賈國棟，關(guān)于大學英語精讀多媒體組合教學研究[J]．《外語界》，1998年4月．</p><p>　　劉潤清，關(guān)于英語教學方面的論述，《英語教育研究》，外語教學與研究出版社，2004年6月．</p><p>　　毛大威，關(guān)于外語多媒體課件設(shè)計的幾點看法