多媒體技術(shù)在中學(xué)英語課堂中的應(yīng)用

1、多媒體技術(shù)在中學(xué)英語課堂中的應(yīng)用appling the multi-media technology to the english teaching in the middle schoolcontentsabstract.1key words.2i. introduction.2ii. technical characteristics and the development of multi-media applications.32.1 multi-media and multi-media technology.42.2 multi-media technology in the te

2、aching of secondary english classroom applications.5iii. multi-media technology in the classroom teaching of english in secondary schools and the response zone63.1 stubbornly pursued in the english language classroom program display63.2 demonstrates the screen substitution blackboard with the comput

3、er.73.3 replaces the student thought with the computer multi-media class and drills.73.4 ignore conventional teaching media and means of multi-media computer programs.83.5 excessively many uses computer multi-media8iv. multi-media teaching status and development prospects.94.1 the impact of multi-me

4、dia technology in education.94.2 multi-media teaching prospects.11v. concluding remark.13references.14摘 要： 隨著現(xiàn)代科學(xué)技術(shù)的發(fā)展,多媒體技術(shù)的發(fā)展也呈現(xiàn)出日新月異的態(tài)勢，多媒體技術(shù)應(yīng)用到各個(gè)領(lǐng)域，在教育領(lǐng)域多媒體技術(shù)也得到了廣泛的應(yīng)用在英語課堂教學(xué)中，應(yīng)用多媒體技術(shù)進(jìn)行輔助教學(xué)為學(xué)習(xí)者提供了多重刺激，增加學(xué)習(xí)和記憶的效果，同時(shí)為學(xué)習(xí)者提供主動(dòng)參與的機(jī)會(huì)，有助于突破教師在教學(xué)過程中自身能力的局限性給英語課堂教學(xué)注進(jìn)了新的活力，改變那種認(rèn)知型、灌輸型、獨(dú)奏型、封閉型、統(tǒng)一型的英語課堂教學(xué)模式

5、為學(xué)生視、聽、說的教學(xué)模式，實(shí)現(xiàn)在課堂教學(xué)中生積極參與、口腦并用、和諧高效、主動(dòng)發(fā)展，著重培養(yǎng)學(xué)生運(yùn)用英語進(jìn)行交際的能力在現(xiàn)代英語課堂上得以體現(xiàn)，聽、說、寫綜合訓(xùn)練得到加強(qiáng)，人文教育思想得到滲透。關(guān)鍵詞： 多媒體技術(shù)；英語課堂教學(xué)；教學(xué)方法；教學(xué)改革abstract: along with the development of the modern science and technology, the multi-media development also presents the situation which changes very quickly, the multi-media

6、technology applies to each domain, also obtains the widespread application in the education domain multi-media technology. in the english classroom instruction by applying the multi-media technology carries on the assistance teaching provides multiple for the study stimulates, the improved study and

7、 the memory effect, at the same time it provides the initiative participation for the learner with the opportunity, it is helpful in breaking through the teacher own ability limitation. to pour into the new vigor in the teaching process for english classroom teaching, changes that kind the cognition

8、, the instillation , the solo, the enclosed type, the unification english classroom instruction pattern is the students watching, listening, speaking the educational model, achieving active participation in the classroom teaching students, brain and mouth with, harmonious and efficient, proactive de

9、velopment, focus on training students to use english communication capabilities to be able to manifest in the modern english classroom, listens to, to say, to write the integrated training to obtain strengthens, the humanities education thought obtains the seepage.key words：multi-media technology en

10、glish classroom teaching teaching methods teaching reformi. introductionespecially the application of technology multimedia in english teaching is a new subject to all of the people. with the development of information technology and the development of the reform of english teaching, people have pai

11、d more and more attention to the application of multimedia in english teaching.in recent years, english educators query the traditional english teaching continuously and point out the reform of english teaching is of great urgency, while the application of multimedia provides new and advanced teachi

12、ng methods. in order to reclaim the thoughts of english reform, we must know about the multimedia first.multimedia is a complex technology but widespread in the society. initially, the english teaching methods is text-oriented and teacher-centered, the teachers teach knowledge by one mouth, a blackb

13、oard, a few chalks. the production of tape-recorder makes a great progress in english teaching. it can not only help students to listen to native language, but also can let students imitate and make dialogue with each other, improve the efficiency and interests in english learning. then tv and video

14、 was produced and applied in teaching. it not only posses the function of tape-recorder but also can show the words and pictures. students can practice listening just like staying in the vivid situation. but the tape-recorder, tv, video and so on are unidirectional media, which have the simple funct

15、ion, students only receive knowledge passively in that way. for example, we will train students for practicing listening, do exercises, watch video to appreciate cultural backgrounds, but the tape-recorder cant check or answer how much students understand. this kind of multimedia just gives informat

16、ion but students cant receive information, so the interaction between teachers and students cant be formed. the application of multimedia supplements the blank of this area.in the past, with the great improvement of technology, it brings a series of reform to society. new centuries bring new challen

17、ges to middle school english teaching, many key schools installed multimedia language lab, renovate the precious visual system, improve the condition of teaching, and promote the reform process of english teaching. in the past, we used the traditional equipments such as tape-recorder, projector, vid

18、eo, but to a certain degree that isnt modern medium, now more and more schools apply multimedia to teaching, especially in the process of classroom teaching.whats the multimedia? multimedia means under the control of computer, merging the visual image, image and sound systems in different levels, th

19、rough the computer the students and teachers make them interact with each other. multimedia technology refers to the technology that process, pick up, edit store and show two or more types of information. modern technology is analyzed and applied in teaching, the main purpose is that we must base on

20、 traditional education and improve the situation, promote the advanced technique in english teaching, the key is to let students learn more than ever before, gaining learning strategies efficiently. the key to learning english well is to practice. listening, speaking, reading and writing are basic s

21、kills of english, they are also important parts construct the communications capability, of them listening and reading are skills of understanding, that is input. speaking and writing are skills of expressing, which are output, the latter is the supplement. the former promote each other in language

22、learning and communication. multimedia bring us a great chance and we make use of multimedia in english teaching, it will be the effective route in improving english level. the application of multimedia in english teaching has a lot special meaning towards students.since the reform and open outside

23、policy, chinese is gradually close to the world, english has become the common international language ,if one wants to participate international affairs he had to want to play the vital role in the world economic integration development tendency, has to grasp english, therefore english is more and m

24、ore value. at present situation in china, english study mostly concentrated in the middle school stage, but in the chinese actual culture atmosphere, english language learning largely concentrated in the classroom, therefore the middle school english classroom instruction is especially important. al

25、ong with the technical development, the traditional english classroom instruction already could not comply with the society advanced demand, the multi-media technology is on the rise, already applied to each domain of the work or life , the multi-media technical application also obtained the fast de

26、velopment in the classroom instruction. this multi-media technology for classroom teaching of english in secondary schools mainly talk about their exploration and application of thought.ii. technical characteristics and the development of multi-media applications2.1 multi-media and multi-media techn

27、ologywith scientific and technological advancements, multi-media content is deepening, from early multi-media teaching technologies to optimize the combination of understanding refers to the language, the traditional language teaching media and the teaching of modern electronic media category organi

28、cally. this combination of the corresponding individual teaching functions complementary media, but the media can not be unified as a whole and information processing and management. in the 1980s, the emergence of multi-media computers, making multi-media content in the essential changes, so that an

29、 integrated multi-media technologies become a reality. today, we no longer refers to a variety of multi-media media or general multi-media information itself, but it mainly refers to the processing and application of a technology, multi-media often now as a multi-media technology synonymous with.und

30、erstanding the definition of multimedia contributes to applying it to english teaching. different people have different opinions on it. this combination supplement the function of unidirectional teaching medium, but the information of medium can not be handled for the whole. multimedia, a term widel

31、y used in the fields of it, provide a new method of education, especially in english teaching. it has great impact on the notion of traditional teaching; apparently it contributes to english teaching reform. the technology of multimedia is composed of hypertext, image, pictures, flash, and sound med

32、ium to process and control. each factor of multimedia is combined organically to finish a series of interaction operation. different people have their own opinions, but they also have something in common. in the society, the information is transmitted in different ways. since 1980s, the multimedia c

33、omputers have been applied, the meaning of multimedia change a lot. the background of changes can be presented as follows: first of all, people have requirements that the multimedia should be dealt with integrally as well as the capacity of interaction. secondly, each media can pick up, store, and t

34、ransform information digitally. thirdly, with the development of storage skills and marketlization, large capacity of digital information of multimedia has a carrier which can be separated and applied. just because of these reasons, multimedia become a synthetically skill in reality. at present, mul

35、timedia refers to the process and applies besides the multimedia information itself.technology and foreign language education are no longer strange to one another. in the sixties and seventies, language laboratories were being installed in numerous educational settings. the traditional language labo

36、ratory were comprised of a series of booths, each providing a cassette deck, and accompanying microphone and headphone. teachers monitored their students interactions by using a central control panel. the basic premise behind this technology was that if verbal behavior was modeled, and then reinforc

37、ed, students would quickly learn the language in question. the language lab activities were therefore grounded in a stimulus-response behavior pattern. the more drill practice the students encountered, the faster they would learn the second language. while the language laboratory was a positive step

38、 in linking technology and language education, it was soon recognized that such activities were both tedious and boring for learners. furthermore, the amount of student-teacher interaction was minimal, and individualized instruction was irrelevant. besides, the pedagogical deficiencies, the audio eq

39、uipment was cumbersome and prone to breakdown.now we can not have a computer on multi-media technology. the meaning and scope of multi-media technology is extremely broad and general that the latter refers to multi-media technology, audio, video, graphics, images, animation and other multi-media inf

40、ormation through computer digital collection, acquisition, compression, decompression, editing, storage, processing, a logical link between the various kinds of information, to be shown separately or synthetic forms of integration technology. multi-media technology is a new, cross-multi disciplinary

41、 integrated technology, its applications for information management, office automation, education and learning brought about tremendous and profound changes, especially multi-media technology in teaching applications, computer-aided teaching development marks a new phase in, but also helps to promot

42、e english classroom reform.2.2 multi-media technology in the teaching of secondary english classroom applicationsmulti-media technology contains many elements as follows : delineascope, radio, sound recordings, films, television, videos, cd-roms, computer, the most important of which is a combinatio

43、n of portfolio and computer systems. let us understand the concept of multi-media computer assisted language learning (abbreviated mcall). in the teaching of english, we can make good use of the mcall improve teaching efficiency and the quality of teaching. as multi-media computer with integrated se

44、xual characteristics, sets of text, image, sound, animation and integration in the teaching of english, we can make full use of this advantage to create multi-media diversification simulation authentic language environment for students to obtain a vivid, rich and the sentimental image materials, sti

45、mulate and maintain interest in learning, especially to accelerate stimulate english language, therefor enhancing the capacity and use of english that english communication, speaking ability.multi-media for classroom teaching, teachers and students can develop a two-way communication through teachin

46、g media interaction, the basic model is : teachersteaching mediastudents. in this system, students are learning subjects, the role of teachers is in the inspired guidance, doubts answer, sum up lessons, teaching media is multi-media on the shoulders sent and assessment dual role, which fundamentally

47、 a combination of a computer and interactive learning, and self-development of new classroom teaching, conducive to fostering harmonious teacher-student relationship, the most important thing is to optimize the maximum classroom teaching.iii. multi-media technology in the classroom teaching of engli

48、sh in secondary schools and the response zone now, the multi-media technology has been already widely applied in the classroom instruction, its superiority and advantage are already for everybody universal approval, however, after the application the computer multi-media to english classroom instruc

49、tion, as a result that insufficiently comprehensive regarding the multi-media understanding and the use irrationality, next are some erroneous areas. 3.1 stubbornly pursued in the english language classroom program display. appropriately reasonably we utilize the computer multi-media assistance teac

50、hing to be able to make english classroom instruction more interesting and lively . however, in the multi-media assistance teaching process, the teacher still should play the leading role, english teachers in the classroom is the role which the computer can not replace some of the functions. for ins

51、tance: in english classroom subject begins several minutes students on duty report or teachers and students oral exchange, it is the computer that cannot be substituted. but in order to pursues the multi-media teaching class constantly in the classroom demonstration, part of contents which narrates

52、by the teacher now become the multi-media demonstration; even high quality class comparison and appraisal also whether on the useful multi-media assistance teaching takes a necessary condition. but, we must explicitly realize , english is a very strong practical language discipline, the student carr

53、y on the human relations by using english language the ability to obtain the raise; but the computer media is only a tool that assists the teacher for teaching , because even if is the most advanced modernized teaching tool, it also only can play the role which serves for teachers teaching, it is im

54、possible to substitute teachers in classroom teaching activity completely. in other words, may not have the computer multi-media, but cannot have the teacher; the media forever occupies the status which controlled, it is teachers teaching activity supplement. we cannot demonstrate the computer multi

55、-media class but pursue multi-media. we supposed constantly to remember: any time we should use the tool for the teaching, but acted in a reprehensible methods use the tool for the teaching. therefore, whether we used the computer multi-media should be decided by english classroom instruction need.3

56、.2 demonstrates the screen substitution blackboard with the computer.some english teachers see the computer screen as blackboards, before the entire class drilling materials, the question and the answer, even the entire lesson plan all are inputs into the computer, in the class demonstrations. we kn

57、ow that, in english classroom the teacher must establish the scene according to the teaching needs, guides the student to carry out the drill but to achieve carries on the human relations using english . furthermore, traditional outstanding blackboard writing not only concise, moreover the teacher may propose according to the student carry on the adjustment, the revision as necessary to the blackboard writing content. but if the teachers completely substitutes blackboard with computer screen, on the one hand it is easy