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摘 要 随着信息技术的快速发展，多媒体已经被广泛应用到现代外语教学中。本文以 Krashen 的“输入假设”为理论依据，对隆阳区第一中学高一年级多媒体辅助英语教学运用的情况进行了调查与研究，分析了多媒体辅助英语教学的效果，影响多媒体辅助英语教学效果的因素，以及教师对多媒体英语教学的看法。其调查显示多媒体辅助英语教学能够提高教学质量，吸引学生的注意力，激发学生的学习兴趣，但在促进知识的理解与掌握，促进师生交流方面效果甚微。本文还从学生的学习，教师的讲授和教师的课件三方面分析了影响多媒体辅助英语教学效果的主要原因，总结了教师对多媒体辅助英语教学的看法，并从教师本身及课件两方面提出了一些关于教师如何提高多媒体辅助英语教学效果的建议。 内容来自论文无忧网 www.paper51.com 关键词：多媒体辅助英语教学; 运用; 效果; 因素 内容来自www.paper51.com Contents http://www.paper51.com Statement of Authorship. i copyright paper51.com Acknowledgements. ii http://www.paper51.com Abstract iii 内容来自论文无忧网 www.paper51.com 摘 要... iv 内容来自www.paper51.com List of Figures and Tables. vi 内容来自论文无忧网 www.paper51.com 1. Introduction. 1 内容来自www.paper51.com
1.1 TheBackground of the Study. 1 http://www.paper51.com 1.2 TheSignificance of the Study. 2 copyright paper51.com 1.3 TheScope of the Study. 3 copyright paper51.com 1.4 TheResearch Questions. 3 paper51.com 2. Literature Review.. 4 http://www.paper51.com 2.1Definition of Terms. 4 内容来自www.paper51.com 2.2 Krashen’s‘Input Hypothesis’ 4 copyright paper51.com 2.3Related Research. 5 内容来自www.paper51.com
3. Research Methodology. 6 copyright paper51.com 3.1Subjects. 7 paper51.com 3.2 TheResearch Instruments. 7 paper51.com 3.2.1 Questionnaire. 7 copyright paper51.com
3.2.2 Interview.. 7 内容来自论文无忧网 www.paper51.com 3.3Procedures and Data Collection. 8 内容来自www.paper51.com
3.3.1 Procedures. 8 copyright paper51.com 3.3.2 Data Collection. 8 paper51.com
4. Data analysis. 8 内容来自论文无忧网 www.paper51.com 4.1. DataAnalysis of Questionnaire. 8 paper51.com 4.2 DataAnalysis of Interview.. 12 内容来自www.paper51.com
5. Discussion. 14 内容来自论文无忧网 www.paper51.com 6. Suggestion. 15 内容来自www.paper51.com 6.1Teachers Themselves. 16 内容来自论文无忧网 www.paper51.com 6.2Courseware. 17 paper51.com 7. Conclusion. 18 http://www.paper51.com
7.1Summary of the Results. 18 http://www.paper51.com 7.2 TheLimitations of the Study. 19 http://www.paper51.com References copyright paper51.com
Appendices copyright paper51.com
内容来自论文无忧网 www.paper51.com List of Figures and Tables 内容来自www.paper51.com Table1 Comparing with the rate of memory-keeping 内容来自论文无忧网 www.paper51.com Table 2 Research on the necessity ofmultimedia-assisted English teaching 内容来自论文无忧网 www.paper51.com Table3Research on the effectiveness of multimedia-assisted English teaching paper51.com
Figure 1 Factors considering fromteacher’s teaching aspect paper51.com Figure2 Factors considering from student’s learning aspect 内容来自www.paper51.com
Figure3 Factors considering from the courseware aspect paper51.com 1. Introduction http://www.paper51.com 1.1 The Background of the Study copyright paper51.com With the rapid development of economizationand globalization, the application of computer becomes more and more extensive.It is not only involved in economy, politics and military, but involved inscience, education and culture as well. In all of them, the development ofcomputer application in education is rapid particularly. Besides, it becomesthe mainstream of the development of education. paper51.com U.S. computer educator Bork forecasted thatthe main learning method for all kinds of disciplines in all types of schoolswould adopt the interactive learning by computer at the beginning of the 21stcentury（Bork, A, 1979）. Nowadays, it comes true. And thedevelopment of modern educational technology promotes the development ofeducational thinking and the concept of education. 内容来自www.paper51.com
As an innovative teaching method,multimedia-assisted English teaching has been striding into the classroomteaching. Besides, multimedia-assisted English teaching becomes more and moremature with the rapid development of modern educational technology. There is nodoubt that it immits the fresh blood for English classroom teaching reform. http://www.paper51.com
However, everything has two sides, andmultimedia-assisted English teaching is not perfect. In multimedia classroom,it is difficult for students to choose the information (刘冀斌, 2003). For teachers, it is difficult to apply multimedia sensiblyin English teaching to help their students to choose and understand informationcorrectly. As a result, it seems difficult to improve students’ leaningefficiency. So, teachers are required to think carefully and arrangemultimedia-assisted English teaching effectively. (Davies, P& E. Pearce,2002:162). http://www.paper51.com
What’s more, as the case of this paper, No.1 Middle School ofLongyang district in Baoshan is the typical example which applies multimedia-assistedEnglish teaching. As a campus school of modern educational technology in Yunnan province, itpossesses multimedia classroom, amphitheatre and phonetic classroom to providethe excellent environment for multimedia-assisted English teaching. Besides,each teacher in No.1 Middle School in Longyang district is equipped with acomputer. However, in English teaching, some teachers, especially those who areover 40, do not like multimedia-assisted English teaching. In addition, otherswho apply multimedia-assisted English teaching reflect that it is not asperfect as they expected to use multimedia in English teaching. In fact, thereare many problems arising in multimedia-assisted English teaching, as some teachersreflect. For example, what students achieved is less than expected; and thecommunication between teachers and students is less than traditional Englishteaching. Why do so many problems exist in multimedia-assisted English teachingin No.1 Middle School of Longyang district in Baoshan? In this paper, theauthor would try to investigate the actuality of application of multimedia in Englishteaching in No.1 Middle School in Longyang district. Then she will give her suggestionabout what teachers should do in multimedia-assisted English teaching in middleschool to improve the effectiveness of multimedia-assisted English teaching. http://www.paper51.com 1.2The Significance of the Study paper51.com
Since computer-assisted language learning wasused in 1978, multimedia-assisted foreign language teaching has been developingrapidly (胡隆, 2001). Multimedia-assisted English teaching is the main trend oflanguage teaching in current. In order to understand the actuality ofmultimedia application in English teaching in No.1 Middle School, including theeffectiveness of multimedia-assisted English teaching and its factors forstudents, and the opinion of teachers about multimedia-assisted Englishteaching, the author investigated in No.1 Middle School in Longyang district,and analyzed the data collection of the research. At last, she would try to giveher suggestion about what teachers should do in multimedia-assisted English teaching design to improve theeffectiveness of multimedia-assisted English teaching. 内容来自论文无忧网 www.paper51.com 1.3The Scope of the Study 内容来自www.paper51.com The scope of the study belongs to didactics.It aims at multimedia-assisted English teaching in senior high school. In fact,the study is beneficial from education, modern educational technology andKrashen’s ‘input hypothesis’(Krashen, S. 1985). Besides, it discusses therelationship among teachers, students and computers, especially the courseware. copyright paper51.com |