本科畢業(yè)設(shè)計(jì)（論文）On the Application of Inverted Classroom in Universities'Oral English Teaching

ContentsTOC\o"1-3"\h\uTOC\o"1-2"\h\u20709Abstract I9817摘要 II8807Introduction 174691OverviewofInvertedClassroom 2295681.1TheOriginofInvertedClassroom 287741.2ThePurposeofClassroomReform 3121991.3SocialBackground 4280581.4TheSpecificAdvantage 5102222CurrentSituationofOralEnglish 7269112.1TheExistingProblems 7120192.2TheCausesoftheProblems 9295533ApplicationofInvertedClassroominOralEnglishTeaching 1134453.1RationalUseofTechnology 11196163.2ToOptimizetheClassroom 13236553.3OralEnglishClassinCollegeUndertheBackgroundoftheUsageoftheInternet 1498393.4ProblemsandSolutions 1630896Conclusion 2023436Bibliography 219738Acknowledgments 23AbstractOnthebasisoftracingthesourceof“Invertedclassroom”andthedomesticresearchstatus,thispaperattemptstoanalyzethefactorsthataffecttheimprovementoflearners’languageabilityundertheInvertedClassroomteachingmodeincollegeEnglishthroughanextensivestudyofdomesticandforeignliterature.TheresearchshowsthatimprovingtheutilizationrateofsparetimeandexpandingthespaceisoneofthefactorsthatpromotetheimprovementoflanguageabilityinInvertedClassroomteachingmodel.Inaddition,goodinteractionbetweenteachers,studentsandstudentsisalsoconducivetoclassroomlanguagelearning;TheindividualdifferencesofstudentsandthedesignofInvertedClassroomteachingactivitiesarethefactorsthathindertheimprovementoflanguageability.Therefore,inthemodernoralteaching,reasonableuseoftechnologytochangethetraditionalteachingmethodisthecurrentchallengeofeducators.Inthisincreasinglyimportantsocietyoforaltalents,ithasbecomeataskforteachersandresearcherstotrainagroupofgraduateswhocantakeaplaceinthefuturemarket,whileimprovingthecurrenttrainingsystemisthefirstproblemtobesolved.Thispaperisalsothetheme,inordertoputforwardsomeeffectiveschemes.Keywords:InvertedClassroom；oralEnglishteaching；Classroomreform摘要本文在追溯“翻轉(zhuǎn)課堂”來(lái)源和國(guó)內(nèi)研究現(xiàn)狀的基礎(chǔ)上，通過(guò)對(duì)國(guó)內(nèi)外文獻(xiàn)資料的廣泛研究，試圖分析大學(xué)英語(yǔ)在翻轉(zhuǎn)課堂教學(xué)模式下，影響學(xué)習(xí)者語(yǔ)言能力提升的因素。研究表明：提高零碎時(shí)間的利用率和空間的拓展是翻轉(zhuǎn)課堂教學(xué)模式促進(jìn)語(yǔ)言能力提升的因素之一；此外，師生和生生間的良好互動(dòng)也有利于課堂語(yǔ)言學(xué)習(xí)；學(xué)生的個(gè)體差異和翻轉(zhuǎn)課堂教學(xué)活動(dòng)的設(shè)計(jì)則是造成阻礙語(yǔ)言能力提升的因素。因此，在在現(xiàn)代化的口語(yǔ)教學(xué)中，合理的運(yùn)用科技改變傳統(tǒng)的教學(xué)方式是教育工作者當(dāng)前的挑戰(zhàn)。在這個(gè)口語(yǔ)型人才越發(fā)重要的社會(huì)，培養(yǎng)一批能在未來(lái)市場(chǎng)占據(jù)一席之地的畢業(yè)生成了擺在廣大教師和研究人員面前的一個(gè)任務(wù)，而完善目前的培養(yǎng)體系則是首先要解決的問(wèn)題。本文也是以此為主題，以期提出一些行之有效的方案。關(guān)鍵詞：翻轉(zhuǎn)課堂；口語(yǔ)教學(xué)；課堂改革IntroductionInthenewcentury,cooperationandexchangesathomeandabroadarebecomingmorefrequentanddeeper.ItisdifficultforEnglishmajorswhocanonlyspeakEnglishtobecompetentinallaspects,sothedemandforprofessionalswhocanspeakforeignlanguagesinallwalksoflifeisbecomingmoreandmoreurgent.However,inthepast20years,duetothesingleeducationalmode,theteachingstaffofnon-Englishmajorsisweak,whichfailstofullydevelopstudents’abilityoflistening,speaking,reading,writingandtranslating.Inparticular,studentsareveryweakinlisteningandspeaking,andmanyofthembecome“dumbEnglish”,whichcannotmeettherequirementsofthesociety.Therefore,thereformofcollegeEnglishteachingfornon-Englishmajorsisimperative.InApril2003,theministryofeducationofficiallylaunchedthe“teachingqualityandteachingreformprojectofcollegesanduniversities”,andlistedthereformofcollegeEnglishteachingasthesecondofthefour“qualityprojects”.ThereformofcollegeEnglishteachingputsthepracticalabilityoflisteningandspeakinginthefirstplace,whichshowsitsimportance.ThispaperdiscusseshowtocombineInvertedClassroommodelwithcollegeEnglishclassroominthecontextofteachingreformmodel.OverviewofInvertedClassroomInChina,itisgenerallybelievedthat“Invertedclassroom”isaninnovativeteachingmode,whichsubvertstheinherentmodeoftraditionalteachingandisamajorbreakthroughinteachingreformunderthedevelopmentofmoderninformationtechnology.Uptonow,“Invertedclassroom”hasbecomeasymbolicsymbolofChina’sclassroomteachingreforminthefieldofeducation,whichreflectsthesensitivityofdomesticeducationcircletoforeignteachingideasandtheurgencyoflocalclassroomteachingreform.TheOriginofInvertedClassroomWiththerapiddevelopmentofoureconomy,ourcontactwiththeworldismoreandmorecompact.Languageisatoolforcommunication.Astheuniversallanguageoftheworld,itisalsothemostwidelyusedlanguageintheworld.Itsimportanceisself-evident.However,incollegeEnglishclassesinChina,teacherstendtoteachgrammarandvocabularysystematicallyandneglecttocultivatestudents’oralEnglishability,whichleadstolimitedopportunitiesforstudentstopracticeoralEnglish.In2007,twochemistryteachersatrockymountainparkhighschoolproposedtheInvertedclassroom.AfterSalmanKhan,thefounderofkhanacademy,clarifiedtheconceptof“Invertedclassroom”attheTEDconferencein2011,InvertedClassroomhasattractedgreatattentionfromglobaleducationpractitionerseversince,and“wasnamedasthemajortechnologicalchangeaffectingclassroomteachingin2011bytheglobeandmailofCanada”.Publishedin2012,ZhangJinleiturntheresearchonclassroomteachingmodeintheproposedbyprofessorRobertTalbertflipclassroommodel,onthebasisofaccordingtofliptheconnotationoftheclassroomandconstructivismlearningtheory,systematictheoryofteachingdesign,buildamoreperfectflipclassroomteachingmodel,isalsobegantofliptheclassroomresearchinChina.Subsequently,ZhongXiaoliuofTsinghuaUniversity,donglimingofBeijingOpenUniversityandpanGuoqingofJiangsuOpenUniversityalsoputforwardtheirrespectiveInvertedClassroomteachingmodels.Invertedclassroom,alsoknownasinvertedclassroomorinvertedclassroom.InvertedClassroomisanewclassroomteachingmodel.Beforeclass,studentswatchteachingvideosontheonlineplatform,learntheteachingcontentbythemselves,andcompleteexercisesaccordingtowhattheyhavelearned.Inclass,teacherscheckstudents’learningstatusandhelpstudentsanswerquestionsthroughmatchingexercises,teacher-studentinteractionandstudentinteraction.Then,eachvideoistargetedatatopic,andstudentshavestrongpertinenceinlearning.Itemphasizesthatstudentslearnknowledgebywatchingvideosandothermaterialsbeforeclass,anddigestknowledgeinclassthroughgroupdiscussionandteacherguidance.Intheclassroom,teachersnolongerteachnewknowledge,theroleofteachersistoorganizeclassactivities,maintaintheclassroomorder,provideindividualguidance.Theclassroomisastageforstudentstoshowoff,andstudentsarethemainactorsandperformersintheclassroom[1].Throughaseriesofinteractiveactivities,studentscanmobilizetheirenthusiasmforlearning,improvethestatusquoof“dumbEnglish”inoralEnglishclassinChina,improvetheiroralEnglishability,andletstudentsbettermasteroralEnglishcommunicationskills.Applymoderninformationtechnologytoteaching.Studentscanwatchvideosrecordedbyteachersbeforeclass,andalsoconsultmaterialstocompletetheirstudy,insteadofrelyingsolelyonteacherstoteachknowledgeinclass.Inotherclassroomteachingresearch,InvertedClassroomhasobtainedagoodresponse,suchas:listening,translation,reading,writingteaching[2].Moretimeisleftforstudentsinclass.Studentscandiscussandcommunicatewiththeirclassmatesorteachersandresearchandexploretheproblemstheydon’tunderstandinclass,soastogetadeeperunderstandingandconsolidation.Teacherscanhavemoretimetocommunicatewithstudentsandhelpthemlearnandmasterknowledge.ThePurposeofClassroomReformThereformofteachingmodeshouldmakeEnglishteachingdeveloptowardsthedirectionofindividualizedlearning,independentoftimeandplaceandactivelearning.Betechnicallysuitable,feasibleandeasytooperate;Shouldbeabletofullymobilizeandgiveplaytotheenthusiasmofbothteachersandstudents.Inaddition,whilechangingtheoriginalsystem,weshouldpayattentiontoretainitsreasonableparts,ratherthanblindlyabandon.Thecurrentthinkingfocusestoomuchonwritingandignoresthefactthatlanguageitselfisusedforcommunication.Therefore,itisimportanttoletgraduates“daretospeak”and“havesomethingtosay”[3].Theothersideofthecoin,ofcourse,islanguageinput.Theabilitytolistenhasalwaysbeencomparedtotheabilitytospeak.Speakingandlisteningaretwooppositebehavioralprocesseswhicharecloselyrelatedinoralcommunicationbutcompletelydifferentinform.Therefore,weshouldconstructthereformframeworkandimplementationmethodfororalEnglishteachingfromthreeaspects:oralEnglishclassroomsetting,classroomteachingmodeandsupportingfacilities.Thespokenlanguageclassimplementsthegradingteaching,theconditionalsocarriesoutthesecondclassactivity,thesecondclasscancreatemoreEnglishlanguageenvironment.Theseactivitiesareagreatwaytoincreaseinterestandcreatemorecommunicationopportunities.SocialBackgroundThereformandinnovationofcollegeEnglishteachingintheneweraisthefocusofattentionofcollegesanduniversitiesandanimportantmeanstocultivatehigh-qualitytalents.EspeciallyinoralEnglishteaching,thecultivationofstudents’oralEnglishcommunicationabilityisgreatlylimited,andstudents’interculturalcommunicationabilitycannotbewelltrained,whichseverelylimitstheirfuturedevelopment[4].Withthecontinuousimprovementofthesociety’srequirementsforcollegestudents’Englishlanguageapplicationability,thedisconnectionbetweenstudents’languageabilityandtherequirementsofthetalentmarketcanbeseeneverywhere,andmanyproblemsincollegeoralEnglishteachingarebecomingmoreandmoreobvious.Therearesomeproblemsinteachingobjectives,teachingresources,teachingmethodsandteachingevaluation.Thesolutionsincludetherationalizationofcurriculumsetting,thestandardizationofcurriculummanagement,thethree-dimensionalteachingresources,theflexibleteachingmethods,thediversificationofevaluationmechanismandthestandardizationofteachertraining.ItisnothardtoseethatoralEnglishhasbecomeanEnglishskillthatstudentsmustgreatlyimproveduringtheircollegeyears.ThetheoryofinefficiencyisbasedonthepoororalabilityofChineseEnglishlearners,especiallyinsomeinternationalcommunicationoccasions.Therefore,oralcommunicationabilityisstillanimportantfactorrestrictingthecomprehensiveuseofcollegestudents’English.Collegestudentsshouldnotonlyhavestrongreadingandwritingability,butalsohavestrongEnglishcommunicativeability.StrongoralEnglishcommunicationskillswillundoubtedlybecomeoneofthemaincompetitiveadvantagesofgraduates.Therefore,inthiscontext,improvingoralEnglishhasbecomeadifficulttaskforcollegestudents.Fromthepointofviewoftheoriginanddevelopmentoflanguageandthestatusofpeople’suseoflanguage,spokenlanguageisatthemostbasicandimportantposition[5].MostcollegestudentsdonotformproperoralEnglishcommunicationhabitsinmiddleschool.Themainreasonisthattheywanttodowellinthecollegeentranceexamination,wherestudents’speakingtestisnotcountedinthetotalscore.Therefore,inthiscase,moststudentsfocusonlearningwordsandgrammarknowledgeanddoalotofexercisestogethighmarks.Basedontheabovephenomenon,itisanapproachthateducatorscantrytorespectstudents’teachingsubjectivityandcombineInvertedClassroomwithEnglishteaching.ThereformofEnglishteachingisimperative.Constructivismemphasizesthediversityofsituation,cooperationandcognition,whileInternetinformationtechnologycangiveplaytoitsadvantagesofdigitization,multimediaandintelligence,whichexactlyconformstothisteachingconceptandmakesInvertedClassroommodelpossibletobeintroducedintoteachingpractice.TheSpecificAdvantageTheInternetandnewmediatechnologiesaregreatassistantstotheInvertedclassroom,atallstagesofeducation.Helpstudentsimprovetheiracademicperformance,stimulatetheirinterestinoralEnglishlearning,combinewiththeactualsituationandresults,andintegratetheInvertedClassroomintocollegeEnglishclassroomstudent-centered,whichisconducivetopromotingtheenthusiasmofcollegestudentsforindependentlearningandbreakingthroughthetraditionalteachingmode[6].InvertedClassroomfreesteachingfromtheconstraintsoftimeandspace.Theimplementationof“Invertedclassroom”isalsoarequirementofstudents’personalizedlearning.Inanerawheninformationtravelsrelativelyslowly,ateacherwhohonedherworkwithoneortworeferencebooksmightlearnalotinclass.Inaddition,thelearningprocessbeforeteachingismoreinlinewiththelawofeducation.Inaddition,IcanhavemorethoroughcommunicationwiththeteacherinclassafterIgettoknowhimbeforeclass.Thesuccessfulapplicationof“Invertedclassroom”cannotbeseparatedfromthecorrectunderstandingoftheconnotationof“Invertedclassroom”.Behaviorchange,conceptfirst.CollegeEnglishteacherscanmakeuseoftheirownlanguageadvantages,consultliteratureandunderstandthenewteachingconceptsathomeandabroad.Activeparticipationinrelevantteachingtrainingandseminarscaneffectivelyimprovestudents’theoreticallevelinashorttime.Onlybycorrectlygraspingtheconnotationof“Invertedclassroom”anddrawingontheteachingmodelofpredecessorscanteachersbetterfliptheirownclassroom.Individualteachersmaythinkthat“Invertedclassroom”isthetraditionalteachingmodel.Replacethecoursewarewithready-madevideossuchasmicro-class,sothatstudentscanwatchthembeforeclassorinclass,andthendesigncorrespondingteachingactivitiesinclassaroundthesevideos.Thisisclearlywrong,oratleastone-sided.Infact,Invertedclassroomsputevenmorepressureonteacherstoprepareforclass.Firstofall,teachersshouldimprovetheapplicationabilityofinformationtechnology,search,select,integrateandcreatehigh-qualitypre-classlearningresources(notlimitedtolearningvideos).CollegeEnglishcoursesaregenerallyforthewholeschool,theteachingrangeiswide,theteachingclasssizeislargeandsoon.Traditionalteachingmethodswilldeprivemanystudentsoftheopportunitytoexpressthemselves.Inthemodeof“Invertedclassroom”,studentscanexpressandshowwhattheycanaccordingtotheirlanguagelevel.Studentscaninteractwithteachersorclassmatesonsomedifficultiesthroughsuchaready-madeplatformorself-builtplatform(suchasWeChatgroup,WeChatpublicnumber,group).InvertedClassroomisadynamicclassroom.Inordertoconsolidatestudents’knowledgeandimprovetheirlearningability,teachersshouldcombinethepreviousteachingexperiencewithstudents’learningbeforeclassandsummarizesomecommonproblemsthatcanstimulatestudentstothinkdeeply,communicatedeeplyandapplyinclassactivities.Ofcourse,studentsshouldactivelycooperateanddevelopthehabitoflearningindependently[7].Withtherapiddevelopmentofinformationtechnology,networklearningneedsstudents’independentlearningability.Toimprovetheabilityofautonomouslearninghasbecomeacommongoalforbothteachersandstudents.Undertheteachingmodeof“Invertedclassroom”,studentsarealwaysatthecenteroftheclass,whichalsoexertssomepressureonstudentstoimprovetheirindependence.TheInvertedclassroomcertainlybringschallengesaswellasbenefits.Intheunsupervised,relaxedandpleasantextracurricularenvironment,studentswithpoorself-disciplineareoftenunabletoconcentrateonself-studyandcompletetasksassignedbyteachers.Effectiveautonomouslearninghasbecomeakeyfactorforthesuccessfulimplementationof“Invertedclassroom”.CurrentSituationofOralEnglishChangingthetraditionaltalenttrainingmodeisnowthefocusandalsotherequirementofcultivatingappliedtalents.InChina,therearealwayssomeproblemswithoralEnglish,andnotenoughattentionhasbeenpaidtoit,whichisalsooneofthereasonsforthecurrentsituation.Therefore,itisurgenttochangetheformermethods,whichalsorequirespeopletochangetheirideasandinnovate.TheExistingProblemsDuetothefrequentexternalcommunicationinthemodernmarket,theskillsofgraduatesshouldbemoreinclinedtotalk,whichismainlyreflectedinthecommunicativecompetenceof“l(fā)isteningandspeaking”.Thetalenttrainingsystemhasundergonechanges,buttheeffectsarelimitedduetoenvironmentalandconceptualinfluences.CollegeEnglishcurriculumdoesnothighlighttheimportanceoforalEnglishteaching.Nowadays,collegeismainlyaboutwritingandreading,lackingoflisteningandspeaking.Moreover,itisdifficulttohaveaneffectiveimpactontheaudience[8].Thisleadstoalackofinterestonthepartofmanypeople.Therearefewopportunitiesfororalexpression.Intheteachingevaluation,thefinalevaluationisthemainpart,andtheoraltestaccountsforasmallproportion,orevenzero.Somecollegesanduniversitiesevenfocusontheexam-oriented,payattentiontothecet-4andcet-6passrate,neglectthecultivationofstudents’Englishapplicationabilityandcommunicativeability.Students’languagefoundationisweakandlanguageinputisinsufficient.Subjectively,studentsarepassive,neglecttheimportanceoforalability,lackofconfidenceandfearofmakingmistakes,whichmakestheinteractioninoralclassnothighandstudents’languageabilityhasnotbeenexercisedandimproved.Secondly,thedisconnectionbetweencollegeEnglishteachingandthepreviousEnglishteachinginprimaryandsecondaryschoolsisserious,whichleadstotheweaklanguagefoundationofstudentsandthelargegapbetweenindividuals,mainlyreflectedintheaspectsofpronunciation,grammar,vocabulary,etc.,sotheabilityoforalexpressionislimited.Inaddition,asaprocessoflanguageoutput,itisveryimportanttoinputalargeamountofcorpusintheearlystage.Nomatterinoralclassorintheprocessofstudents’self-study,thereislittlelanguageinput,whichleadstotheshortageofcorpusforstudents’themescenesandthelackofproficiencyincommonoralexpressions,whichmakesstudentsoftenhave“nothingtosay”intheiroralpractice[9].TheteachingoforalEnglishbyforeignteachersisnotstandardizedandeffectiveobviously.Firstofall,istheteacherofforeignteacherstobeimproved,somecollegesinordertoincreasethenumberofforeignteachersinashortperiodoftime,foreignteachingqualificationscheckisnotenough,thereareevenalotofnoteachingexperience,nativelanguagenon-Englishforeignersinsomecollegesanduniversitiesvocationaleducation,teachingqualityisdifficulttoensure.Secondly,foreignteachersarenotstandardizedmanagement,classroomteachingobjectives,teachingcontentisnotclear,completelyawayfromtheteachingsyllabusandteachingmaterialsandotherseriousphenomena.Althoughtheclassroomatmosphereorinteractionisgood,buttheactualteachingeffectisnotobvious,haslittleeffect.Someteachersareevenconstrainedbythemultimediacourseware,andtheclassroomwalkingisreduced,whichaffectstheclassroominteraction.Coursewaremakinglackofnewideas,knowledgepointslistedasacommonphenomenon,leadingtothedeclineofstudents’enthusiasminclass.Someteachersusemultimediacoursewareasalead-inpartoforalEnglishteaching,butfurtherinspiredenough,causesstudentstoread,afterhearingthetopicvideo,voicedata,reflectionisnotenough,thelackofdeepthinking,didnothavetheeffectoftrainingforthelaterheardthatbedding,multimediacoursewareassistedEnglishoralteachingeffectisnotobvious.TheoralEnglishtestofrelevantcollegesinChinaisnotperfect.Atpresent,therearenotmanycollegeoralEnglishtestsinChina,andtheoralEnglishtestsystemneedstobeimproved.SinceJune2005,collegeEnglishtestband4orband6higherthanacertainscorecantakepartinthenationalspokenEnglishtestband4orband6.Thespeakingtestisnotsetasacompulsorysubjectinthecet-4andcet-6,whichleadstostudents’insufficientattentiontotheoraltestandlowenthusiasm,andthenumberofstudentswhotakethetestforreferenceissmalleveryyear.Ithasbeensuggestedthatthetestcoverageshouldbeexpandedandtheoraltestshouldbemadeacompulsorytestassoonaspossible[10].Secondly,thenationalEnglishtest(PETS)alsohasoraltest,butcomparedwithTOEFLandIELTStestintheglobalinfluenceandawareness,thereisacertaingap.Withtheboomofstudyingabroad,collegestudentswillchoosetheTOEFLorIELTSoralcommunicationabilitytoauthenticatehimself,sowhethercanimprovetheoralEnglishhasitsowndomestictestingsystemtotestthestudents’oralEnglishability,forstudentstostudyabroad,thecorrespondingtheTOEFLandtheIELTSspeakingtestisequivalenttoscore,andbeenrecognizedbyforeignuniversities?Thisisalsoadevelopmentdirection.2.2.TheCausesofTheProblemsWiththedevelopmentofthesocietyandtheincreasingfrequencyofChina’sforeignexchanges,collegestudents’Englishabilityismoreandmoredetachedfromtherequirementsofthesociety,whichismainlyreflectedinthecommunicativecompetenceof“l(fā)isteningandspeaking”.AlthoughthereformofcollegeEnglisheducationsincethe1980shasachievedcertainresults,therearestillmanyproblemsinthecultivationofcollegestudents’oralEnglishabilityduetothelackofattentionandeffectivemethods:collegeEnglishcoursesdonothighlighttheimportanceoforalEnglishteaching.Atpresent,collegeEnglishcoursesaremainlycomposedofreadingandwritingcourses,withalowproportionoflisteningandspeakingcourses,andalimitedselectionofspeakingtextbooks.DuetothelackofpublicEnglishcoursesandteachers,collegeEnglishclasseshavealargenumberofstudents,difficultinteraction,limitedlisteningandspeakingtraining,andfewopportunitiesfororalexpression.Somecollegesanduniversitieseventakeexam-orientedastheorientation,andpayattentiontothepassingrateofCet-4andCet-6,ignoringthecultivationofstudents’Englishapplicationabilityandcommunicativeability.Students’languagefoundationisweakandlanguageinputisinsufficient[11].Secondly,thedisconnectionbetweencollegeEnglishteachingandthepreviousEnglishteachinginprimaryandsecondaryschoolsisserious,leadingtotheweaklanguagefoundationofstudents,thehugegapbetweenindividuals,mainlyreflectedinpronunciation,grammar,vocabulary,andsoon,sotheabilityoforalexpressionislimited.Inaddition,asaprocessoflanguageoutput,itisveryimportanttoinputalargenumberofcorpusintheearlystage.Nomatterintheoralclassorintheprocessofstudents’independentlearning,thelanguageinputisverylittle,resultinginthestudents’insufficientcorpusofthetopicsceneandthelackofproficiencyinthecommonoralexpressions,whichmakesthestudentsoften“havenothingtosay”intheoralpractice.Foreignteachers’oralEnglishteachingisnotstandard,theeffectisnotobvious.WiththeincreasinglyfrequentexchangesbetweenChinaandforeigncountries,alargenumberofforeignteachershavebeenintroducedintocollegeEnglisheducationinChina.Althoughtherearemoreopportunitiesforstudentstointeractwithforeignteachers,theiroralEnglishteachingisstillnotstandardandtheteachingeffectisnotobvious[12].Inordertoincreasethenumberofforeignteachersinsomeschoolsinashorttime,theforeignteachingqualificationinspectionisnotenough,andthereareevenalotofforeignerswithoutteachingexperience,non-nativeEnglishlanguageinsomecollegesanduniversitiesvocationaleducation,teachingqualityisdifficulttoguarantee.Secondly,themanagementofforeignteachersisnotstandard,theclassroomteachingobjectivesarenotclear,theteachingcontentisnotclear,completelyawayfromthesyllabusandteachingmaterialsandotherseriousphenomena.Althoughtheclassroomatmosphereorinteractionisgood,buttheactualteachingeffectisnotobvious,theeffectislittle.InthepracticeoforalEnglishteaching,multimediateachinghasnoobviousadvantagesovertraditionalblackboardteaching.Someteachersareevenrestrictedbythemultimediacourseware,whichreducestheclassroomwalkingandaffectstheclassroominteraction.Coursewaremakinglackofnewideas,knowledgepointslistedinsufficientisacommonphenomenon,leadingtothedeclineofstudentsinclassenthusiasm.Someteachersusemultimediacoursewareasaleader,inthepartoforalEnglishteaching,butfurtherinspiredenough,causingstudentstoread,tohearthethemevideo,voiceanddata,isnotenoughtoreflect,thelackofdeepthinking,notrainingeffectafterheardbedding,multimediacoursewareassistedoralEnglishteachingeffectisnotobvious.TheoralEnglishtestofrelevantcollegesanduniversitiesinChinaisnotperfect[13].Atpresent,therearenotmanyoralEnglishexamsinourcountry.SinceJune2005,collegeEnglishtestband4orband6withacertainscorecantakepartinthenationaloralEnglishtestband4orband6.OralEnglishtestisnotacompulsorysubjectofCET4andCET6,whichleadstostudents’insufficientattentiontooralEnglishtestandlowenthusiasm.Secondly,thenationalEnglishtest(PETS)alsohasoraltest,butcomparedwithTOEFLandIELTSintheglobalinfluenceandawareness,thereisacertaingap.ApplicationofI